The purpose of this qualitative phenomenological study was to explore the experiences of new administrators who were currently receiving or had received coaching as a requirement of a California Clear Administrative Services Credential (CASC). This study also explored the administrators' perceptions of self-efficacy in relation to the coaching. Participants included 10 administrators who had completed at least 1 year of the 2-year credential program, or completed the program, within 5 years of the study. The study took place in the spring of 2020 in Southern California. Social Cognitive Theory, specifically Self-Efficacy, served as the theoretical framework for this study. The participants were asked a series of open-ended questions using a semi-structured interview protocol. The following themes emerged from the research questions after thorough data analysis: (a) Deep expertise and contextual knowledge as defining aspects of a positive coach, (b) Informal coaching as the most common source of pointed and valuable feedback, (c) Relationship as a prime factor for positive experiences, (d) Growth in skills and qualities, (e) Growth in efficacy due to coaching received, and (f) Growth of competence and confidence from outside supports. The study found that the administrators in the study reported having a relatively positive coaching experience and that having a coach who was an expert in their field, along with deep contextual knowledge of the administrator's position, school, school district, and community, influenced the coaching experience. Many of the administrators credited their positive experience to having the ability to seek informal feedback from their coaches, which was closely tied to a positive relationship with their coach grounded in trust and accessibility. Administrators in the study reported growth in competence and confidence with skills and qualities that were tied into the California Professional Standards of Educational Leaders (CPSELs) that guided the California Administrative Services Credential (CASC) and coaching program. Growth in self-efficacy for administrators due the coaching received was present in many of the participants. This presented itself generally in the sense of a growth in confidence to meet the daily challenges of the job. Coaches helped administrators in the study grow by providing meaningful feedback, by validating decisions made by the administrators, and by being available to listen to the administrator. Self-efficacy also reportedly increased in many of the administrators due to informal support or coaching that was separate from the CASC-provided coaching. Other forms of support that led to similar feelings of increased self-efficacy for some administrators in the study included structures of the CASC program that were unrelated to coaching, including cohort exercises or professional development opportunities. [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.]