This dissertation examines the structures needed to create a successful instructional coaching program to directly support teachers and students in the classroom. Districts spend billions of dollars each year developing research-based professional development opportunities for staff focused on increasing student learning (Knight, 2019; Moody, 2019). Often, the learning from professional development does not lead to sustained changes to teacher practice (Kiemer et. al., 2018; Knight, 2019). However, instructional coaching has been found as an effective form of professional development that does lead to changes in teacher practice (Joyce & Showers, 2002; Knight, 2019; Moody, 2019). The purpose of this constructivist grounded theory study was to address instructional coaches and teachers who work with instructional coaches in their schools to construct a theory to describe and understand the structures of successful instructional coaching programs. While individual programs varied, the findings from the study support that successful instructional coaching programs share the same elements: (a) a clear vision and definition of coaching that all staff understand, (b) coaching is optional, driven by the teacher, and manageable, (c) coaches are hired intentionally, and they are visible, (d) an administrator who oversees the coaches and provides ongoing learning, (e) coaches have strong people skills, engage in dialogue, listen, build trust, and build the confidence of clients, (f) coaches "get into the thick of it," and (g) coaches check-in consistently with teachers and administrators. [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.]