Purpose: This study's purpose is to provide statewide evidence on the mobility patterns of instructional coaches (ICs) and teacher peer observers (TPOs). Research Methods/Approach: Using 5 years of administrative and survey data from Tennessee, we conduct descriptive and regression analyses to document the mobility of classroom teachers, ICs, and TPOs from one year to the next. These outcomes identify if a teacher, IC, or TPO remains in the same school, moves to a new school, becomes a school administrator, or leaves teaching. In a series of ancillary investigations, we examine if mobility patterns depend on their gender and racial/ethnic identities. Findings: ICs and TPOs are no more likely to remain in teaching than full-time classroom teachers. ICs move schools at higher rates than classroom teachers, and ICs and TPOs become school administrators at much higher rates than classroom teachers. Importantly, these transitions into school administration are not equally distributed by race and gender, with ICs of color and male TPOs becoming administrators at the highest rates. Implications: Our findings imply that policy makers may be able to use ICs and TPOs to shape the principal pipeline, including strengthening the instructional expertise and increasing the racial diversity of the administrator corps.