Public schools have been under great scrutiny. National and international tests have exposed deficiencies of students' knowledge prompting federal and state legislation to focus on improving schools' effectiveness. The pressure induced by recent legislation have school districts scrambling to increase student achievement. One area of reform (Elementary and Secondary Education Act) focuses on: "providing intensive support and interventions to improve student achievement" (USDOE, 2010). To address this reform goal, Texas public school districts have embraced the idea of using Instructional Coaches (ICs) as catalysts for school change. This mixed-methods case study examines the perceptions of ICs regarding their roles and ability to effect change within their schools and how these perceptions impact their intention to remain or leave the position.