This paper reports and discusses the findings of a research project that investigated the recently conceptualized and implemented New Zealand Cricket, Level 3, high-performance coach education programme (CEP). A qualitative methodology was employed to gather data from six coaches involved in the CEP. In particular the researchers sought the perceptions of the six participating coaches around the additional educational perspectives that had been included into the CEP. Thematic analysis revealed that the participant coaches saw a need to increase their coaching knowledge base and the benefits in moving beyond the traditional coach education models that privilege technical skill development. Knowledge around educational learning theory, the concept of athlete empowerment and reflective practice as a means of informing an ever-evolving coaching philosophy were also deemed beneficial to participant coaches. Although the participant coaches could see value in such areas, there appeared to be some misunderstanding and confusion around the application of these concepts. Implications from this study suggest that this CEP may be enhanced through the inclusion of critically reflective practice and its associated philosophies and pedagogical approaches. (Contains 1 table.)