Low performing schools remain an issue within Louisiana. The problem addressed by this study was low student performance in underperforming schools due to lack of understanding in pedagogy by teachers. The use of master teachers as instructional coaches is one way this school district sought to improve student achievement. The purpose of this qualitative case study was to explore the perceptions of classroom teachers, and master teachers used as instructional coaches regarding classroom pedagogy and student outcomes in a medium school district in northern Louisiana. The study employed a qualitative case study approach guided by Vygotsky, social constructivism and Malcolm Knowles, andragogy: adult learning theory. Interviews and focus groups were conducted via Zoom, with four master teachers and eight career teachers providing answers to semi-structured qualitative interview questions. Data were analyzed using Atlas.ti, resulting in nine themes, including supportive, leader of cluster, member of school leadership team, and instructional coaching. Three research questions guided the study: RQ1: How do classroom teachers perceive and describe the role of master teachers in supporting their classroom instruction and student achievement? RQ2: How do classroom teachers perceive professional development and coaching as it pertains to their understanding of classroom pedagogy? RQ3: How do master teachers perceive and describe their role regarding their impact on teacher pedagogy skills and student outcomes? The findings acknowledge that master teachers play various roles in supporting the improvement in career teachers' practice in low performing schools using instructional coaching as a professional development model through cluster meetings to strengthen classroom pedagogy. Future research should delve deeper into investigating coaching effectiveness and examine the influence of organizational support and leadership on coaching, all aimed at advancing evidence-based practices to support teacher development and enhance student learning outcomes. [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.]