This research study investigated the coaching effectiveness of 1st-year principals in low-performing schools, employing the International Coach Federation (ICF) coaching framework. The study aimed to provide insights into how successful ICF-coached principals perceive coaching's utility, transfer learning from coaching to their leadership roles, perceive added value during their transition into successful school leaders, and navigate institutional barriers in targeted support and comprehensive support and improvement schools in New York State. The theoretical framework draws on M. S. Knowles's andragogy and Cox's adult learning theory, providing a lens for examining coaching's impact on leadership development. Findings indicate successful principals construct the value of ICF coaching through a nonjudgmental thought partnership, aligning coaching with instructional leadership concepts. They actively transfer learning from their coaches, manifesting in measurable personal and professional growth. The perceived value from coaching is transformative, contributing to improved leadership and prioritization skills. Despite institutional barriers, ICF-coached principals redefine challenges as opportunities, leveraging coaching for strategic problem-solving and leadership empowerment. This study contributes to understanding how quality ICF coaching supports new leaders in low-performing schools, aiming to retain them in the educational workforce. The findings underscore coaching's proactive role in school improvement, emphasizing its value in leadership development and transformative growth. As educational systems grapple with the urgent need for success in low-performing schools, this research advocates for enhanced support structures and coaching initiatives to cultivate effective leadership, ultimately benefiting vulnerable schools and the broader educational landscape. [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.]