This study contributes to the knowledge and planning that impacts the efforts and staffing of instructional specialists. This investigation contributes to having a better understanding of what an instructional specialist possesses in terms of qualities when interacting with teachers. Further implications can help determine how to shape and develop a coaching program. Professional development can focus on specific qualities that lead to advancing the capacity of instructional specialists. The case studies collected offer a deep understanding of the self-perceptions instructional specialists hold about their responsibilities in their role. Coaching is influenced by factors that are driven by district requirements, state mandates, and program initiatives. The purpose of this study was to take into account what an instructional specialist perceived in terms of attributes as they are the ones who are in the day-to-day work of balancing demands from all stakeholders. Drawing on information from interviews, coaching documents, and a focus group, I analyzed data as to what attributes lent themselves to coaching experiences. Based on the self-perceptions from the participants I was able to conclude on five attributes that were representative of the views of instructional specialists within a coaching program. Instructional specialists expressed notions that represented attributes that included being personal, dutiful, servant, flexible, and having a growth mindset. [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.]