The intent of this study was to fill gaps in the knowledge base about coaching; specifically the reflective thought processes of teachers as they implement an innovation, and whether or not these processes differ if teachers work with coaches for support. The theoretical framework informing the study design included Transformative Learning (Mezirow, 1991, 1994), Concerns Based Adoption Model (CBAM) (Hall, 1979; Hall & Loucks, 1978)--specifically Stages of Concern (SoC), and teaching efficacy (Gibson, 1983). The study also investigated the usefulness of a conceptual model integrating the two theories of the Concerns-Based Adoption Model (CBAM) (Hall, 1979; Hall & Loucks, 1978)--specifically SoC--and Transformative Learning (Mezirow, 1991, 1994) as a way to understand how teachers experience change. Because of the relationship between teacher efficacy and student achievement (Armor et al., 1976; Berman et al., 1977), it is important to understand the effects of innovation implementation on teacher efficacy beliefs, and to what extent a coach may be able to mitigate any potential negative effects through the implementation dips (Fullen, 2001) and facilitate movement through phases of transformation. This was a within-phase, mixed-method, naturalistic case study with quasi-experimental features. One group of teachers collaborated with a coach to implement their self-selected innovation, and a comparison group of teachers independently implemented their own innovations. Teachers and coaches met weekly for 30 to 60 minutes. All teachers and coaches submitted weekly reflections using the questions of After Action Report (AAR) (Knight, 2007b). The Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) as well as the Stages of Concern Questionnaire (SoCQ) (George, Hall, & Stiegelbauer, 2006) were administered at the beginning of the 10-week implementation period, after five weeks, and at the end. Findings did indicate evidence of positive impact of coaching on teacher efficacy beliefs; evidence for SoC and phases of transformation were not as clear. However, the usefulness of the conceptual model integrating SoC and transformation was inconclusive. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]