The problem addressed in this qualitative case study was that teachers in Title 1 schools often struggle to provide the support needed by students to meet the required reading comprehension levels. The purpose of this qualitative case study was to examine the perceptions of literacy coaches and general education teachers regarding the effectiveness of literacy coaching in Title 1 schools. Some general education teachers struggle to meet required reading standards of students in Title 1 schools. Due to the struggle faced by the teachers, school districts across Georgia placed literacy coaches in schools. Using case study method, this study answered two research questions: What are the perceptions of the literacy coaches regarding the effectiveness of Title 1 literacy coaching on general education teachers who work in Title 1 schools? And What are the perceptions of the general education teachers regarding the effectiveness of Title I literacy coaching in Title 1 schools? Analysis of surveys (n = 16) and interviews (n = 4) revealed that literacy coaches impact student achievement, help teachers build self-efficacy, and provide resources to enable teachers to be more effective in their classrooms. The implications of findings were that literacy coaching builds teachers' self-efficacy and enhances student achievement. The findings also revealed obstacles that the general education teachers face at Title 1 schools and the assistance they need to overcome them. Recommendations based on findings include providing a welcoming environment, providing surveys before and after the literacy coaching, resources provided by the administrator, and required preparation program. [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.]