The problem addressed in this research study was that strategies used by literacy coaches to train teachers to improve elementary level reading instruction are often not effective. The purpose of this qualitative narrative analysis study was to gain insight into the perspectives of teachers and literacy coaches in one school district in South Carolina on the instructional strategies they use to improve reading outcomes. In this qualitative study, the narrative inquiry approach was used to obtain the perspectives of teachers and literacy coaches and their experiences in the elementary classroom. I collected interview data from 12 elementary teachers with experience working with literacy coaches and three literacy coaches with a minimum of two years of coaching experience with elementary teachers. The participants completed interviews and participated in a focus group. Five themes emerged from the findings, which were as follows: (a) training and professional development to support teachers in reading instruction; (b) challenges teachers faced while receiving support; (c) teachers perceived that the literacy coaches instructed teachers using a wide inventory of strategies; (d) teachers perceived literacy coaches support teachers in multiple ways; and (e) teachers perceived the strategies used to improve reading instruction. Both literacy coaches and teachers perceived that instructional reading strategies improved reading instruction. The findings of this study have implications for mandated district-level professional development, literacy coaches' professional development, and dedicated time for literacy coaches and teachers to plan and implement resources and strategies for reading instruction. [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.]