This qualitative study examines the experiences associated with instructional coaching in Title I schools. The experiences of eight teachers and four instructional coaches are represented within the study. The personal experiences and beliefs are provided in the data collection process through the use of one-on-one interviews. Additional accounts of the practice of instructional coaching are gathered through observations of coaching sessions. The observations include: collaboration sessions, peer-coaching, professional learning communities, and/or one-on-one sessions between the instructional coach and individual teachers. The data analysis process includes the identification of patterns and themes that bring about a purpose and characterize the data. Guiding research questions are: According to the experiences of teachers and instructional coaches in Title I schools, (a) What are the processes, techniques, and practices aligned with effective instructional coaching?; (b) What types of support do teachers and instructional coaches need to effectively implement instructional coaching? The study identifies key factors that influence the implementation of effective instructional coaching practices, roles, and expectations. Teachers and instructional coaches both require additional time to collaborate one-on-one or in a group setting. Teachers desire instructional coaches to find additional resources aligned with curriculum, model lessons, and teach small groups of students in the classroom setting. Instructional coaches desire administrative support, a clear purpose, and high levels of respect. [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.]