Purpose: The purpose of this study was to explore how teacher coaching was implemented across eight schools. Design/methodology/approach: A subjectivist epistemological position was adopted as the most appropriate for this study, and a qualitative approach to methodology, data collection and analysis was used within an evaluative multiple case study framework in order to investigate three research questions. Findings: The findings indicate coaching has the potential to provide schools with a professional learning approach that allows staff to explore a wide variety of challenges of practice. However, inconsistencies in perceptions, staffing and coach development mean positive outcomes for students may not be guaranteed. Research limitations/implications: One limitation of this study is that it provides a snapshot of teacher coaching in relation to a specific group of schools in a constantly changing New Zealand context. Practical implications School leaders implementing teacher coaching programmes are encouraged to consider how they will evaluate whether their programmes are changing teachers' practice and improving outcome for students. School leaders should also plan how to manage changes in personnel. Social implications: The findings show the concept of teacher coaching is a social construct influenced by the unique environmental context and individual perceptions of those involved, leading to variations in its application. Originality/value: This study provides new knowledge in relation to the challenges that can be experienced when implementing teacher coaching across a community of schools.