The problem addressed by this study is that a growing number of teachers who engage in coach-based professional development are resistant to the coaching process. Although an abundance of research is available regarding the benefits of instructional coaching, a lack of research that studies teacher perceptions is available. The purpose of this qualitative phenomenological study was to examine the experiences of teachers who have worked with instructional coaches within a large, suburban school district in Texas to gain an in depth understanding of teacher perceptions of instructional coaching and barriers that influence teacher responsiveness. This study used a qualitative design to examine the lived experiences of teachers who have worked with instructional coaches. Data was collected by conducting individual synchronous virtual interviews that consisted of open-ended questions. NVivo software was used to uncover the basic structure and essence of the phenomenological experience by identifying themes and categorical patterns. The study's findings included an agreement among participants that given the right circumstances, instructional coaches benefit them and their teaching practice which in turn would also improve their students' success. Participants identified that teacher responsiveness to instructional coaching is impacted by barriers that are related to the support received by instructional coaches, barriers that arise when teachers ask for support, and challenges presented when working with an instructional coach. This research has several implications for leaders at multiple levels of the educational system to further refine the understanding of coaching and factors that contribute to teachers' views of instructional coaching. It is suggested that future research could be expanded by attempting a qualitative or mixed-methods approach, focusing on specific coaching models and the varying degree of teacher resistance related to each model. [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.]