In recent years, schools across the United States (U.S.) have allocated large amounts of state and federal level money towards instructional coaching with the hope that instructional coaching will lead to teacher improvement and ultimately increased student learning. This qualitative case study examined how the principal at one New Jersey public high school supported and enabled the work of the school's instructional coaches. An analysis of interview, observation, and document data reveal the principal enabled instructional coaches in three ways. First, the principal at this school enabled the instructional coaches by clearly defining the roles, purposes, and responsibilities of everyone involved in the instructional coaching program. Second, the principal enabled the school's instructional coaches by providing teachers and coaches adequate time to meet, typically, although not exclusively, during school hours. Finally, the principal enabled the instructional coaches by working with the coaches to develop trust between the administration, coaches, and the teachers with whom the coaches worked. Implications for policy and practice are discussed.