The ultimate goal of an education system is to ensure students receive a quality education that prepares them for real-world experiences and opportunities beyond their K-12 education. However, it is the responsibility of the building-level leaders or principals to ensure teachers are receiving the proper professional development that can be used to build their capacity for high-quality instruction (Fierle, 2020; Quintero, 2019). Therefore, many districts have begun to implement instructional coaches. The instructional coaches help teachers work collaboratively and provide effective feedback to teachers (Fabiano et al., 2018; Hall, 2020). Successful instructional coaching practices are comprised of "goal setting, evaluation, assessing, critiquing, planning, adjusting, demonstrating, and questioning through the coaching scopes of skill, process, and development" (Hall, 2020, p. 12). This study was conducted to analyze the importance of principals and instructional coaches working collaboratively to increase teachers' instruction and student achievement. While instructional coaching is an important aspect of teachers' success in the classroom, their effectiveness is based on effective collaborative relationships with principals and their visions of success for the school. Therefore, more research is needed to examine the importance of principals' and instructional coaches' collaboration as a means of improving teachers' instruction and student achievement. [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.]