This paper discusses the impact of instructional coaching on teachers of striving learners in the secondary English classroom. Conducted with eight teachers in a large urban high school, this study took place over four weeks and explored how implementation of Jim Knight's instructional coaching model affected teachers' comfort levels in working with striving learners (Knight, 2018). Additionally, the study focused on how instructional coaching influenced teachers' implementation of strategies specifically targeting striving learners. Teachers' overall experiences with coaching were also studied. Semi-structured interviews, annotated lesson plans, and the researcher's journal were analyzed using thematic coding methods. Results of the study suggest that instructional coaching has a positive impact on the comfort level of teachers when working with older striving learners. Furthermore, teachers indicated that their instruction benefitted when striving learners were emphasized in the instructional coaching cycle. The study highlighted the importance of a trusting relationship between teacher and coach based on equality and choice. An effective instructional coaching has the potential to improve teacher practice and student outcomes. This research explores the significance of the instructional coaching relationship and how that relationship impacts teachers and students. [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.]