This action research investigates the perceptions of teachers regarding the supports provided by instructional coaches within the context of Dan Alko Middle School. Recognizing that effective instructional coaching is crucial for teacher development, the study explores the challenges coaches face, including teacher resistance to change, scheduling conflicts, misalignments between coaching styles and teachers' learning preferences, trust issues, and inconsistent implementation of coaching strategies. The research emphasizes the importance of individualized, context-specific support, drawing on teacher learning theories and the effectiveness of Jim Knight's Impact Cycle. Through qualitative methods--interviews, coaching cycles, and surveys--the study examines the impact these supports on teacher preparedness and instructional practices. Findings reveal distinct experiences among participating teachers, with one demonstrating growth through collaborative engagement, while the other exhibited reluctance to fully embrace the coaching process. The study underscores the necessity for adaptive coaching strategies and ongoing support to foster productive teacher-coach relationships, ultimately contributing to enhanced instructional effectiveness and professional growth. The insights gained aim to inform future practices in instructional coaching, promoting a culture of continuous improvement within educational settings. [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.]