One widespread solution suggested for improving underperforming schools is to assign leadership coaches to school principals to help principals learn to maximize the strength of the educational staff and lead the improvement of student performance. Yet, there is limited literature on what leadership coaches know and do when attempting to improve underperforming schools. This qualitative study uses coaches' voices to describe what it is like to be a leadership coach in underperforming schools, and describes their experiences when working with adults as learners. The study investigates the knowledge coaches bring to the job, the practices they use to guide adults through transformative learning, and the personal learning coaches experience as they seek to improve their coaching methods through evolving programming for veteran coaches. Three separate articles address components of leadership coaching, and use theory to explain each phenomenon. [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.]