Instructional change rarely happens easily in educational settings where complex systems and rigid practices may be well-entrenched (Kovacs, 2018). Yet, educators are routinely called to adapt to shifts that occur when new pedagogical practices are integrated into established models of instruction. For teachers to feel good about their craft, it is essential for them to have in-depth understanding of what works and why. The essential driver for this inquiry was to gain understanding of one such shift in instructional paradigm. Coaching is now a scaled-up practice across early intervention, ages birth through five. This study examined the experiences and perceptions of preschool special education (PSE) teachers who were learning to become coaches across early childhood settings. Gaining an understanding of how teachers make shifts in their thinking paves a way toward increased insight into how theory becomes practice. This qualitative case study utilized multiple sources of data to explore the research questions. Semi-structured participant interviews were triangulated with an analysis of related documents. Within this study, adult transformative learning theory was the theoretical lens by which the experiences and perceptions of the PSE teacher-coaches were examined to deepen understanding and meaning (Mezirow, 1997). Themes emerged to suggest support for transformative learning theory in intersection with teacher agency. Navigations of role and identity were also indicated as influencers upon the PSE teachers' journey to become coaches. These findings provide both insights and implications to PSE stakeholders within the field. [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.]