This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The results from the study indicated that teachers were receptive of the instructional coaching model. When instructional coaches supported teachers, they were empowered to use Marzano's nine research-based instructional strategies. The use of the strategies resulted in teachers implementing new instructional strategies. The participating teachers were from five content areas. Coaching support and teachers' use of strategies were tracked through the observation of coaching cycles. Additional data were collected from teacher and coach interviews. The researcher used a post-intervention checklist to capture data on teachers' independent use of the strategies. The study used a qualitative action research design. The themes obtained from the data revealed that teachers are willing to adopt research-based instructional strategies but they often require support in the initial phases to be able to use them effectively and confidently. Instructional coaching continues to be an effective tool to support teacher learning. Classroom teachers with a lot of experience benefit from coaching that is collaborative rather than prescriptive in nature. [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.]