The evaluation of the instructional mathematics coaches (IMC) initiative during the 2023-2024 school year focused on the first-year implementation of mathematics coaches in 47 elementary and middle schools. Twelve coaches were assigned to these schools based on specific criteria to provide support to mathematics teachers. This study investigated: (1) the perception of teachers on the effectiveness of the coaching activities; (2) the extent to which teachers report any new knowledge resulting from engagement with the coach; and (3) the impact on teachers' instructional practices. The purpose of this evaluation was to examine the implementation of the instructional mathematics coaches model at select elementary and middle schools. The evaluation provided insights as to the effectiveness of this initiative in supporting mathematics teachers and achieving the district's mathematics goal. Additionally, the study examined how relevant stakeholders perceived the instructional mathematics coaches' support in their schools. Mathematics coaches are teacher leaders who work primarily with classroom teachers to strengthen their mathematics content knowledge and their pedagogical practices (Ellington et al., 2012). The purpose of the instructional mathematics coaches program was to support the improvement of mathematics teachers at the elementary and middle school levels. It was designed to improve mathematics teachers' ability to understand the curriculum better, implement the curriculum with fidelity, and provide professional learning to increase teachers' content knowledge and improve instructional expertise.