The evolving role of the assistant principal as an instructional leader has increased the urgency and need for them to be equipped with the appropriate knowledge, skills, and dispositions to support instruction. The purpose of this study was to examine the transfer of job-embedded coaching practices and skills that assistant principals learned while enrolled in a district-wide coaching program. The study also sought to examine whether the transfer of coaching skills and practices impacted assistant principals' perspectives about their expanding role as instructional leaders supporting instruction. The theoretical frameworks of situated learning theory and integrative learning transfer guided the purpose of this study. An action research approach was taken supported by the Plan-Do-Study-Act logic model. Assistant principals learned coaching skills and practices, implemented and transferred skills and practices in a job-embedded manner, engaged in active monitoring and self-reflection, and adjusted their actions based on receiving feedback about their learning transfer. Data collected during the study included semi-structured interviews, focus groups, observational notes, and documents/artifacts. The thematic findings that emerged about assistant principals and the transfer of coaching skills and practices within their local school context included: 1) Context and conditions matter; 2) Improved self-awareness supports a coaching mindset; 3) integrate coaching through intentional actions; 4) clarity and duration of coaching practices drives leader capacity. [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.]