This article reports on a unique collaboration between principal and teacher preparation programs within one college of education at a rural university in southeastern United States. The collaborative project worked to meet both the need of teacher candidates to receive instructional feedback and coaching on their teaching and the need of principal candidates to gain experience giving instructional coaching to novice teachers. Feedback and coaching were provided through video capture and annotation technology (VCAT) allowing the principal candidate to provide specific feedback using evidence from the teaching candidate's teaching video to support their instructional coaching. Researchers explored quantitative and qualitative data of principal candidates' coaching experience to determine the change in their self-efficacy in providing instructional coaching over the course of a semester and their perceptions of their experience using VCAT to facilitate the coaching.