Instructional coaching focuses on increasing the effectiveness of instructional practices. However, little is known concerning the perceptions of teachers and administrators regarding the role of instructional coaching related to student performance. This basic qualitative study was conducted to analyze the perceptions of administrators and teachers within one region in Texas. Semistructured interviews were conducted with 16 participants--eight administrators and eight teachers--using a researcher-designed questionnaire regarding the effectiveness of instructional coaching in addressing achievement gaps among African American, Hispanic, and European American students. Fullan's coherence framework provided the basis for data analysis. Data collected from the interviews were analyzed and four categories emerged: (a) partnership, (b) consistency, (c) support, and (d) building capacity. Potential implications for positive social change that could arise from the findings in this study include a focus on increasing student achievement through partnerships among instructional coaches, teachers, and administrators. Consistent partnership may result in teachers developing a supportive perception and capacity. Teachers may then be able to best implement instructional strategies. Collaboration among coaches, teachers, and administrators can then build coherence and support the targeted student groups. This could lead to a positive impact on student achievement. [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.]