Supporting principals in building capacity to balance both instructional leadership and managerial competence is an essential task. Recognizing that principals do not directly teach students, their impact on school outcomes is broadly understood to be second only to teacher classroom instruction (Grissom & Loeb, 2011; Grissom et al., 2015; Husain et al., 2021; Leithwood, 2004). Coaching of principals, from an independent provider, serves to provide opportunities for goal setting, reflection on the process and progress to achieve those goals, and validation for revision of new goals (Honig & Honsa, 2020). This case study exemplifies the structural elements of an effective principal coaching model that can be replicable in school districts currently without such models. This study focused on the experiences of novice principals who are participating in the New Principal Support Program in Coast View Unified School District (CVUSD) (pseudonym). Results indicate that participation in coaching supports new principals in building technical and social skills necessary for leadership, provides an opportunity for strengthening self-efficacy and increased motivation to persist through challenges, and establishes a system for goal setting to support continued growth. Additionally, this study provides recommendations for practitioners that include: working to create a practice of regular cycles of proactive coaching for principals, ensuring that district leadership (superintendent, assistant superintendents and directors) participate in leadership coaching which contributes to developing a positive culture of leadership coaching. [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.]