The purpose of this study was to investigate the effects of instructional coaching in supporting the instruction of Emotional Support teachers in an online teaching environment. I centered the coaching of each Emotional Support teacher around a specific core teaching focus. The results of the study were inconsistent; with each participant showing different degrees of success. Through reflections and interviews with teachers along with recorded class sessions, I analyzed elements of my own coaching that contributed to the changing of teacher practices or lack thereof. Findings indicated that many factors contributed to degree of instructional change that each teacher was able to implement in their own practices. Teachers who saw value in the coaching and in refining their own practices were able to make small changes to their practice to the benefit of their students. [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.]