Experiencing instructional supportive structures that help teachers to overcome barriers to meeting the diverse needs of their students is vital to the success of novice teachers (Kraft et al., 2018). The purpose of this qualitative phenomenological study was to explore the perceptions novice teachers developed while experiencing instructional coaching support. Five novice teachers in elementary Title I schools participated in the study. Two themes emerged from the data analysis and indicated that novice teachers perceived first year success as a result of the instructional coaching support they received. Novice teachers perceived that a collaborative work environment with instructional coaches and grade-level peers supported their overall professional growth during the first year of teaching. This study suggested that novice teachers should transition into the role of a teacher by experiencing an instructional framework within the first semester of teaching that exposes them to a systematic approach to instructional practices to meet the needs of their students. The instructional framework recommended in this study is an instructional coaching cycle of goal setting, planning, implementing, assessing, and reflecting on instruction. As school districts work on induction program designs, insight from this study may aid in the reduction of novice teacher attrition across school districts. [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.]