This study is a phenomenological inquiry into the experiences of female high school principals who participated in leadership coaching during the first years of their principalships. Understanding how female principals found value in their leadership coaching, discovering the experiences between leadership coaches and the participants that yielded more confident and effective leaders, and the advice given in coaching sessions that was helpful to the participants was explored. This qualitative, phenomenological study used interviews to gather the lived experiences of the participants, who were all female public high school principals in Northern Illinois. The researcher analyzed the experiences of the participants using a lens of Role Theory to better understand perspectives that addressed some of the major challenges that female high school principals face in their positions. The study yielded four major results. Principals found value in leadership coaching when: they found value in their coaches personal and professional characters; they had relationships with, and professional admiration for, their coaches; they had access to other valuable networks of professionals that gave them support; and they had coaches who advised them to make time to fulfill their other life roles. Implications of this study include considering changes to the many ways educational leadership coaching programs are organized, funded (at the local and state level), and available to new principals across the state. [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.]