The instructional feedback cycle is an essential tool in the field of education. When implemented successfully, feedback has the potential to significantly affect student and teacher growth. However, instructional feedback frequently goes unimplemented or unvalued, which can potentially lead to a decrease in student performance or the instructional effectiveness of the teacher. The purpose of this quantitative research study is to examine teacher perceptions of feedback received from instructional coaches and to examine seasoned and unseasoned teachers' implementation of feedback in their instructional practices. This study focuses on the teacher population at a public charter school district in Texas. [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.]