This study explored the impact of instructional coaching on teachers sense of efficacy, teachers perception of factors present in schools that positively or negatively impact coaching, and the impact instructional coaching had on the teachers views of professional learning. Self-efficacy was defined as a person's perception of themselves based on their beliefs and capabilities to obtain success in a task (Bandura, 1997). Three research questions were explored in this qualitative inquiry study: (1) How does instructional coaching impact teachers' sense of their efficacy? (2) What factors are present in teachers' schools that they perceive positively or negatively impact coaching? (3) How have teachers' perceptions of professional learning changed as a result of their participation in instructional coaching? This qualitative phenomenological study was developed to explore teacher efficacy perspectives using a sample group of teachers enrolled in a local education agency personalized professional learning instructional coaching program. Using this phenomenological approach by interviewing participants, the researcher focused on the lived experiences and the importance of making meaning (Seidman, 2019). Four themes emerged from coding the participants' responses during the interview process: (a) collaboration, (b) goal-oriented, (c) interpersonal relationships, and (d) job-embedded professional learning. The key characteristics of the instructional coaching program included: modeling, providing feedback, co-teaching, collaborative lesson plan development, goal-centered development, and facilitating professional learning communities. This study is specific to an instructional coaching program with personnel employed by a local education agency of the school districts. [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.]