Teacher retention is often attributed to the support, or the lack thereof, that teachers, especially novice teachers, receive when they enter their teaching careers. Early career teachers often need mentors and additional support from school administrators, teammates, and instructional coaches to be effective teachers. School and district administrators are frequently challenged with establishing an effective system that will achieve such goals in order to boost student achievement and sustain teacher retention. As a result, the purpose of hiring instructional coaches is to give teachers the assistance they need to raise student achievement and provide direction while teachers learn to provide differentiated support to students. The purpose of this qualitative case study was to analyze the perceptions and beliefs of teachers, instructional coaches, and administrators in public elementary schools from District A regarding the influence of instructional coaching on teacher retention and student achievement. In addition, the study findings provided insight into how instructional coaching can be modified to have a more significant influence on student achievement. Participants in the research study included nine teachers, seven instructional coaches, and three administrators from 10 elementary schools in 10 different zip codes throughout District A to help capture the variance of participant perceptions across the district. A qualitative single-case study was used to investigate the perceptions of participants through interviews comprised of researcher-created interview questions using an interview protocol. Emerging during the analysis and coding process of the narrative responses from the three participant groups, relevant themes based on each interview question were consistent with the review of literature. Building relationships, planning and deliberate practice, intentional observations with immediate feedback, and quality and frequency of support from instructional coaches were cited as impacts of instructional coaching on teacher retention and student achievement. The researcher suggested that instructional coaches intentionally build positive working relationships with the teachers they support. The researcher also suggested that instructional coaching that intentionally fosters productive working environments with teachers, specifically novice teachers and teachers new to a district, may aid teacher retention. Further implications are discussed in this study. [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.]