Instructional coaching is used as a form of professional development to support teaching and learning in many school districts. To address the needs of the teacher relevant to improving instructional practices, instructional coaches employ the coaching model. The coach model serves as a strategy to determine the approach needed to support teacher development and growth. This study addressed the lack of research regarding the perceptions of teachers and instructional coaches who engage in the use of a coaching model to improve teaching and learning. Using cognitive apprenticeship theory and complex theory framework, this study examined educators' perceptions of the effectiveness of the coaching model in improving instructional practice, performance development, and growth. In this study, elementary educators' perceptions regarding the coach model in urban schools were examined through a qualitative study using a case study design. Data was collected from ten teacher interviews, five instructional coach interviews, and a focus group of three teachers and three instructional coaches. Findings showed the teacher-coach relation is an integral part of the coaching model to improve instructional practices, performance growth, and development. Instructional coaches, schools and district administrators can use these findings to better understand the learning process of teachers and how the teachers' learning translates into classroom actions to improve instructional practices. The study's findings help educators better understand and define the roles and responsibilities of instructional coaches to prioritize supporting teachers and students rather than completing additional administrative tasks. Recommendations for practice are for educators to develop a system that ensures the consistent utilization of the coaching model and allows the adaptation of the coaching model by instructional coaches that align with the desired goals. [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.]