This study explored the impact that participating in a collegial coaching relationship had on public school leaders. Collegial coaching was defined as a peer-based relationship with a colleague that was "on-going, customized support in a trusting relationship in which the coachee is able to openly and safely acknowledge and deal with complex change issues (Ezaki, 2015). Individuals in this peer-based coaching relationship may or may not be from the same school or district or serve in the same leadership role. The two research questions that framed this qualitative study were: (1) What benefits do educational leaders identify in coming together on their own, from separate districts, to volunteer to coach one another?; and (2) What do educational leaders who participate in a collegial coaching partnership report about relationships during the process? The six female participants participated in a three-part phenomenological interview process which revealed these recurring themes: (1) Effective Questioning; (2) Encouragement and Support and Their Impact on Collaboration; and (3) Key Characteristics of a Collegial Coaching Relationship. Effective questioning hinged on the presence of trust and vulnerability being a part of the coaching relationship. Encouragement and support positively impacted the participants personal and professional growth. The key characteristics of a collegial coaching relationship consisted of: risk-taking, commitment, collaboration and shared values. Study participants reported that these themes were benefits from participating in a collegial coaching partnership and assisted in uncovering the characteristics that define a collegial coaching relationship. [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.]