Educating is difficult work, and education is a stressful profession. Burnout among teachers and other stakeholders in the field has been a known phenomenon for decades. To support teachers in promoting student success, instructional coaches have become a fixture in many schools across the U.S. However, little is known about their worklife experiences, including if the same factors known to contribute to teachers' burnout are mirrored in their own experiences. This study attempts to bridge that gap in understanding. Employing a pragmatic approach to a basic qualitative methodology, this study sought to explore the worklife experiences of K-12 instructional coaches and their potential for burnout. The Leiter and Maslach (1999) Six Areas of Worklife model guided organization of the study and interpretation of the data. A qualitative questionnaire was used to gather responses. Data from a sample of 35 participants were analyzed using coding and theming strategies. Findings indicated that, across all aspects of worklife, instructional coaches endured experiences aligned with circumstances previously attributed to burnout, thus establishing the potential for burnout among K-12 instructional coaches. [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.]