This qualitative multiple case study explored the experiences and perspectives of instructional coaches that support teachers with the literacy instruction of students from historically marginalized populations through the lens of the following three theoretical frameworks: the partnership approach, critical literacy, and culturally relevant pedagogy. The three participants involved in the study all came from the same district but different schools and were recruited based on the criteria of being an instructional coach in a middle school that has more than 51% of students from historically marginalized populations, as identified by the state's department of education website. The data collected included a pre-interview protocol, an interview, observations, and a post interview. This study will help to inform the future preparation of instructional coaches and best practices with respect to supporting teachers with the literacy instruction of historically marginalized students. Educators need practical strategies and frameworks that inform how they teach literacy to historically marginalized students to be successful through transformative, culturally sustaining approaches that empower students. [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.]