Professional development is essential for teachers to grow in their profession. However, often professional development is a one size fits all approach, and it occurs outside of the teachers' classroom. This causes teachers to not fully implement new strategies when they return to their classroom. One way to overcome this is to utilize instructional coaching. As our school district began implementing new high-quality instructional materials without guidance, I took on the role of serving as an embedded mathematics instructional coach. For this qualitative self-study, I acted as an embedded mathematics instructional coach and provided research-based teaching activities to peer teachers during our common planning time. During this time, I completed a teacher-research journal, while my peer teachers and vice principal also completed journals. These journal entries reflected on how these activities could help change teaching methods with the high-quality instructional materials. Using In Vivo Coding, Descriptive Coding, and Emotion Coding, I gathered codes from excerpts of the journals. With these codes, I used axial coding to create categories, which were then narrowed down further to create themes. From these themes, it was clear that utilizing an embedded mathematics instructional coach provides more good than bad outcomes. Embedded mathematics instructional coaching has many positive impacts on the embedded coach, peer teachers, and students. There were some obstacles that could impede embedded mathematics instructional coaching, such as time constraints and teacher beliefs, but these could be overcome by having the embedded mathematics instructional coach teach part-time instead of full-time. [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.]