The field of instructional technology coaching is still relatively new, consequently there is little research on the topic (Desimone & Pak, 2017). The purpose of this inquiry was to explore the use of instructional technology coaches within one Midwestern region by examining the perspectives of coaches themselves. Data were gathered through one-on-one interviews with thirteen instructional technology coaches, and a focus group of twelve participants. Research revealed that with greater demands for ongoing, job embedded professional development, increasingly, school districts are choosing to employ instructional technology coaches. However, as the data suggests, the role is greatly misunderstood from the top-down. Administrators do not seem to know what is possible or how best to utilize coaches. Many teachers are not taking advantage of coaching cycles to sharpen their technological skill sets if it is not required of them. Per the participants of this study, when it comes to hiring instructional technology coaches, interpersonal skills should be the most sought-after trait, as relationship building is at the foundation of all coaches do. Everything else can be taught. Since coaches tend to work in isolation and do not always see immediate, measurable results of their work, they seek validation from peers and superiors. They seek acknowledgement of their expertise and the value they bring to the classroom, school, and the district through professional developments offerings, which improve instructional practices and innovate through technology integration. [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.]