This multiple case study dissertation aimed to examine one of the domains of pedagogical content knowledge, knowledge of content and students, between different types of elementary coaches and between coach and their respective collaborating teachers. It also investigated the impact a coaches' background experiences have on the dynamic between coaches and teachers and the perceptions' teacher have on the effectiveness of coaching. The theoretical framework used in this qualitative study was Ball, Thames, and Phelps' (2008) definition of PCK. Data was collected from six coaches--four instructional coaches and two math coaches--and eleven k-5th grade teachers. Data collection involved a survey, LMT assessment, and semi-structured interviews, and a thematic analysis method was conducted. The findings from the cross-case analysis resulted in ten themes, with the majority having multiple categories. One finding to one of the research questions was that there were no differences in knowledge of content and students between mathematics coaches and general instructional coaches, but other areas to further investigate emerged. Another finding was that coaches were either within the same capacity as their respective teachers or had extra knowledge of content and students. Although the majority of the coaches' knowledge of content and students was at a higher level according to their LMT score, it does not necessarily mean that coaches are working with teachers in improving knowledge of content and students. In addition, more research is recommended in creating a pedagogical content knowledge instrument that is specific for coaches. [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.]