A national report by The Teaching Commission (2004), entitled "Teaching at Risk: A Call to Action", highlighted the significance of professional learning by teachers. Requirements outlined by the Annual Yearly Progress (AYP) component of the No Child Left Behind Act (NCLB, 2001) have emphasized the demands for high-quality professional development. The NCLB Act requires district leadership to implement professional development with researched-based programs and strategies that increase student performance on standardized assessments. The increasing demands for accountability for student achievement have generated a need for consistent, sustained professional development for teachers. The purpose of this qualitative, explanatory, single-case study was to examine the influence of the instructional coaching model on the instructional practice of elementary teachers. The use of the explanatory, single-case study method allowed teacher and administrative participants to explain individual perceptions of the influence of the instructional coaching model during one-on-one interviews. The findings from the research identified five common themes describing how the instructional coaching model positively influenced teachers' instructional practice. The five themes of greatest significance identified by both participant groups included (a) data analysis and progress monitoring; (b) professional development and professional learning; (c) Professional Learning Communities, PLCs, or PLTs; (d) instructional skills; and (e) reflection. The research results indicated both the teacher and administrative participant groups affirmed the effectiveness of the instructional coaching model in modifying the instructional practice of teachers. [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.]