This case study was an exploration of how instructional coaches self-perceived the role and the responsibilities of the role, the barriers encountered in the role, and the professional development needs of both novice and seasoned instructional coaches. Results revealed that the role of an instructional coach is ill-defined, and the role can often be complicated by the lack of a shared definition of the role. Data also revealed that a lack of time allocated for carrying out duties assigned to instructional coaches along with the lack of experience and understanding of the role serve as significant barriers encountered by coaches. An understanding of adult learning theory and practice was noted in this study as the most critical professional development need among coaches. Recommendations from this study include the need for school districts to develop research-based job-descriptions for instructional coaches, increased opportunities for professional development specific to the development of an understanding of adult learning theory and practice, along with the establishment of preparation programs for educators entering the role of the instructional coach. [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.]