Special education teachers have a multitude of responsibilities. The variety of tasks special educators have could impact the time spent implementing instruction. Hence, this qualitative descriptive research aimed to understand how ECSETs describe their interactions with a school-based coach and become reflective practitioners. The two components of Knight's model of instructional coaching, the impact cycle and the partnership approach to coaching, served as this study's framework. This study addressed two essential questions: How do ECSETs describe their interactions with a school-based coach? How can ECSETs describe their interactions with a school-based coach to become reflective teachers? In obtaining data to address the two questions, the study included 17 ECSET participants. The sources of data were semi-structured interviews and a focus group discussion. Data analysis was guided by Braun and Clarke's inductive thematic approach. Through analysis, seven themes arise in the data. Findings revealed that partnerships are fundamental to teachers' interactions with their coach, educators reflecting on their practice to bring forth change, and educators must make adaptations within their practice to support their learners. Therefore, understanding teachers' interpersonal interactions were essential in this study. [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.]