The purpose of this qualitative explanatory case study was to address the lack of understanding regarding how, why, and when former students trained in self-coaching apply a self-coaching process toward the attainment of personal goals post training. The two research questions of the study were, "how do former students trained in self-coaching apply the process of self-coaching toward attaining personal life goals after graduation from a training program? and "why and when is self-coaching selected as the process for attaining personal goals?" Semi-structured interviews were conducted to gather the reported experiences of twenty-eight former students who were coaching clients during training at a Maryland personal development program. Interview data, program archival records in addition to Stober's (2006) theoretical coaching model were included in the data analysis. The findings indicated (a) self-coaching processes continued for years following the completion of training; (b) individualized self-coaching strategies integrated coaching skills, spiritual practices, and principles; (c) self-coaching skills where applied to enhance quality of goals involving work, relationships, finances, and health; and (d) self-coaching processes applied by former students validated researched self-coaching models. This research study indicates a learned self-coaching process can be sustained for up to fourteen years following training. Further research is necessary with larger sample groups in order to generalize this conclusion. [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.]