This qualitative study examines a model of instructional coaching in a middle school using interviews and observations of both teachers and their coaches. During the 2012-2013 school year, Creekside Middle School implemented a new model of instructional coaching that differed from the traditional model of coaching; it focused on student learning in addition to teacher practice. In this study, I seek to understand Creekside's coaching model, as well as teachers' perceptions of how the instructional coaching improved their teaching practice and their students' learning. Data patterns suggest that teachers perceived this particular model of coaching, which focused on analysis of student data, as beneficial to refining their teaching practice as well as to improving student learning in their classrooms. Teachers noted the coaching support was influential to their practice due to its focus on student learning and understanding, as well as teacher goals. Creekside's coaching model is significant because it offers teachers a new vehicle to study their teaching practice: student learning. Teachers (even those who are experienced in the classroom) responded to this model of coaching. Those developing coaching experiences for teachers can use this model to help inform their decisions about the structure, activities, and focus of the coaching they hope to implement. Not only does this model have the potential to improve the practice of teachers, but it also could help to improve student learning since the central focus engages coaches and teachers to work together in a partnership, to help meet the needs of all learners in classrooms. [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/en-US/products/dissertations/individuals.shtml.]