The current study identified the relationship between instructional coach usage and elementary teacher perceptions on an instructional coach evaluation instrument for one North Texas school district. The purpose of this mixed-methods study was to evaluate the instructional coaching program in the participating district using instructional coach usage data and elementary teacher perceptions on an instructional coach evaluation instrument. Quantitative analysis included the use of the nonparametric Spearman rho correlation to determine if there was a relationship between the number of teacher-coach interactions on a campus and the Likert-type scale elementary teacher perceptions on the evaluation instrument. Qualitative analysis included the identification of emerging themes and patterns in the elementary teacher responses to open-ended items on the instructional coach evaluation instrument. Results indicate as instructional coach usage increases, elementary teachers perceive their time is well spent, they learn new skills, their instructional coach knows their name, they implement new strategies, their students' achievement increases, and they find a greater benefit in the usefulness of lesson designing, co-teaching, and being observed for feedback. Information from the current study provides local school districts with guidance in the design and evaluation of instructional coaching programs. [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.]