The purpose of this study was to investigate the perceptions and the influence of an instructional coach's implementation of the coaching cycle on a first-year high school English teacher's efficacy and instructional practices. The four research questions were: 1) How does an instructional coach's coaching cycle influence a first-year high school novice teacher's efficacy? 2) How does an instructional coach influence a first-year high school teacher's instructional practice? 3) How does an instructional coach's coaching cycle change a first-year high school teacher's perception of his or her self-efficacy, and 4) How does an instructional coach's coaching cycle change a first-year high school teacher's perception of his or her instructional practice? A single, qualitative case study design was utilized to determine the influence of an instructional coach's implementation of the coaching cycle over a four-week time. Data was collected using observation notes, observation feedback, lesson plans, and an interview. Findings from the study revealed that first-year teacher perceived that an instructional coach's implementation on the coaching influenced and changed his self-efficacy and instructional practices. Seven key themes emerged from the research. [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.]