Over the past decade, instructional coaching has quickly asserted itself as one of the leading professional development models of the 21st Century. While there is a growing demand for instructional coaches, some believe that many coaches are not provided with the training they need to be effective in their new role (Brown, Stroh, Fouts, & Baker, 2005; Tschannen-Moran & Tschannen-Moran, 2011). The purpose of this descriptive research study is to explore the types of professional development provided to Pennsylvania's instructional coaches by documenting and analyzing the quantity, quality, and perceived impact of trainings offered to Pennsylvania instructional coaches. The sample was limited to Pennsylvania coaches and "instructional coaching" was defined in accordance with Jim Knight's definition which describes an instructional coach as an on-site professional developer who works with teachers to help them incorporate research-based instructional practices across all content areas (2007). This mixed-methods study utilized an online questionnaire to document the professional development experiences of instructional coaches throughout Pennsylvania. The three-part questionnaire included a section on demographics, professional development experiences, and open-ended responses. The professional development section of the questionnaire asked participants to identify topics in which they had been trained, characteristics of the training, and their perceived impact that the training had on their development as an instructional coach. Descriptive statistics were used to analyze the data and report the findings. The findings were organized by demographics data, content of professional development, quality of professional development and impact of professional development. The demographic data found that the sample represented a wide-variety of coaching initiatives from across the state. While the content of subjects' professional development did include topics from the PA Coaching Competencies, there was not substantial participation in topics related to effective coaching practices. When coaches did participate in professional learning, they reported that the training met multiple characteristics of effective professional development. Coaches also noted that coach-to-coach support was the most valuable form of professional learning. In regards to the impact of professional development, most coaches reported that the training they have received has had a moderate to large impact on their development as a coach. [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.]