This qualitative dissertation explores the implementation of new instructional coaching programs in elementary schools, focusing on the perceptions of instructional coaches and teachers. Amid growing demands for educational improvement and teacher support in the United States, instructional coaching has emerged as a pivotal strategy for enhancing teacher performance and student outcomes. This study specifically examines the relationship-building practices and barriers encountered in the initiation of new coaching programs, defined as those implemented within the 2022-2023 academic cycle. Employing a narrative inquiry approach, this research conducts in-depth interviews and observations with sixteen participants (eight coach-teacher pairs) to explore their lived experiences and insights in their new instructional coaching program. The findings reveal that successful relationship-building between coaches and teachers is identified as a critical factor in the implementation process. Furthermore, significant barriers included communication challenges, lack of resources, and resistance to change, which can hinder the effectiveness of coaching initiatives. This study contributes to the literature by highlighting the need for structured support systems in coaching programs and offering recommendations for districts to enhance the efficacy of such initiatives. It underscores the importance of fostering strong coach-teacher relationships and addressing the barriers to effective coaching to improve the overall educational environment. [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.]