The United States educational system currently lacks cultural competence. The purpose of this study was to explore the perceptions of teachers and coaches as they participate in transformational coaching to determine the utility of Elena Aguilar's model in supporting the development of cultural competency for educators. This study employed a fixed concurrent mixed methods approach based on the phenomenological approach to quantitative research. Data was collected through surveys and interviews of 30 teachers and 29 coaches currently participating in one urban district's transformational coaching initiative to reveal participants' perceptions of the model's utility. The research study resulted in the following five findings: (a) Teachers recognize the importance of coaching support; however, the impact on student outcomes has been limited. (b) The impact of Aguilar's model on participant beliefs is limited by the skill and background of the coach. (c) Participation in Aguilar's model of transformation had a greater impact on the beliefs of the coaches. (d) Without a foundational understanding of cultural competency, the model can not be implemented effectively. (e) The institution's ability to prioritize and message adaptive change impacts the implementation of Aguilar's model. The study concluded that the messaging and support of leadership are important, and there must be a foundational level of understanding before cultural competence work can take place. [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.]