Purpose: The purpose of this ethnographic research was to study the culture and experiences of elementary administrators who were coached in the blended coaching model. This study used a qualitative ethnographic design to explore the context and processes of the coaching experience of elementary administrators that enhanced transformational leadership skills, through the lens of the Transformational Leadership Survey Inventory (TLSi) 10 domains of transformational leadership. Methodology: This study included data from individual interviews, observations of participants, and the study of artifacts collected from participants. After being interviewed, administrators were asked to complete the TLSi. The TLSi served to fill the gaps in information garnered from the interviews, observations, and analysis of artifacts. Findings: The findings revealed that coachees who participated in the blended coaching model gained transformational leadership skills. Many leadership skills gained by coachees primarily involved maintaining focus and creating and implementing the vision for their schools. Conclusions: Based on the findings, elementary administrators developed transformational leadership skills. Each transformational leadership skill developed complemented and strengthened the others. Additionally, coachees' unique needs were met during the coaching sessions, therefore benefiting them in gaining confidence and courage to lead. Recommendations: An understanding of the lived experiences of the elementary administrators who participated in the blended coaching model may serve as a resource for the California Commission on Teacher Credentialing on its new requirements for administrators to earn their professional clear credential. This study may advise the Association of California School Administrators (ACSA), universities, graduate schools, and county departments of education as to which transformational skills can be enhanced with coaching and which ones must be enhanced through classroom training. [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.]