Using a learning management system (LMS) to deliver robust content for K-12 students became an essential part of the discussion of technology's place in K-12 education when teachers were forced to teach online at the start of the COVID-19 pandemic. Teachers used an LMS to deliver content in various ways and as part of different instructional models. Transformative student-centered learning occurs when teachers design active learning experiences within an LMS with deliberate attention to how the lesson is delivered and the students' product or process to participate successfully. This study examined the effect of a personalized coaching model on an educator's technological pedagogical knowledge (TPK) when designing an active learning environment using an LMS. Using results from the district administered Technology Uses and Perceptions Survey (TUPS), baseline data guided the development of personalized professional development (PD) in the form of a one-to-one coaching cycle for teachers interested in designing a more student-centered active learning environment. The coaching cycle followed the Technology Integration Matrix-Coaching (TIM-C) cycle. Field notes from the coaching cycle and responses from semi-structured interviews were qualitatively analyzed using thematic coding. Comparing the results of the TUPS administration in conjunction with themes extracted from interviews highlighted a correlation among the TUPS needs assessment, the PD coaching model, and a teacher's TPK self-efficacy using an LMS to facilitate an active learning environment. Teachers that identified using an LMS as a highly useful tool in teaching stated they were highly skilled in using the tool. Additionally, those teachers who participated in coaching sessions were receptive to trying new ways to design active learning lessons that included presenting content and activities in the LMS. They reported positive interactions with the coaching process. Teachers built confidence with each lesson that was transformed into a higher level of active learning through their work with the coach. Planning for transformational active learning lessons infiltrates teachers' pedagogical knowledge levels and improves their technological pedagogical knowledge in small stages. [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.]