Once leaders of one-room schoolhouses, principals' roles have expanded to instructional commanders over complex public-school structures (Hallinger, 1992). As the roles and responsibilities of the school principal evolve and grow, more support for school leaders is necessary. Coaching has been defined as a "supportive model for systems learning by [school] district administrators and principals" (Farver & Holt, 2015, p. 69). The techniques employed through principal coaching aim to "construct a functional path to innovative performance, enhanced skills, and transformational leadership" (Wahlstrom et al. 2010, p. 13). This study used a convenience sample size of 11 Title I elementary principals in one southeastern school district in Virginia to determine the impact individual and small group principal coaching had on building a principal's capacity to lead effectively. Participants of the study responded to a survey and participated in semi-structured interviews. NVivo 12 was used to collect data, and follow-up questions were used to clarify understanding. Themes emerged and connections to literature and theories were created. Although the principals of this study are constantly balancing their roles and workload, they acknowledged the need for support. They also recognized that this need could be met through individual and small group principal coaching. This study's qualitative phenomenological approach was able to determine aspects of individual and small group principal coaching that positively impacted the principal's ability to lead effectively. [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.]