The purpose of this dissertation was to discover the perceived effect that eliminating instructional coaches has had on teachers, professional development, and student achievement in one elementary school in the Southeastern Georgia School District. The methodology for this study was qualitative using a basic qualitative design. This study discovered if eliminating the academic coaches in a southeastern Georgia district affected the teachers, professional development, and student achievement. This research study used a questionnaire, which allowed the former academic coach, principal, assistant principal, and teachers to share if the elimination of the coaching program affected the teachers, professional development, and student achievement within their school. The targeted population for this study was one elementary in the Southeastern Georgia School District because of the existence of the academic coaching program during the 2009-2010 school year and the elimination of it at the end of the 2009-2010 school year. The results show that teaching experiences and professional development experiences were affected by eliminating the instructional coach program. Teachers believe that instructional coaches influence student achievement, but they do not perceive that it has impacted the student achievement in their school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]