It has become imperative for teachers to receive support to meet the challenges of virtual learning practices as the number of virtual schools increases. This qualitative case study explored virtual instructional coaches' educational experiences within an online virtual charter school in the Central Southwest utilizing Garrison et al.'s (2000) Community of Inquiry (CoI) theoretical framework. Purposeful sampling was used to select eight virtual instructional coach participants within the same district. Data were gathered through interviews, observations, documents, and the collection of artifacts. Findings revealed the need for clear coaching roles, a structured coaching framework, CoI framework support, and continuous learning for virtual instructional coaches to enhance coaching success and the quality of virtual coaching experiences. Participants identified successful coaching approaches such as reflection and feedback, leveraging technology, open communication, and supporting teachers through professional development. Challenges virtual coaches experienced included not having a coaching framework, role ambiguity, teachers' technology abilities, and limited personal interaction. Researchers can use this study to gain insights into effective coaching approaches and explore how the CoI framework applies to virtual coaching environments. [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.]