Instructional coaching that supports teachers' with revising teaching practices is not understood. This study sought to understand the impact of the instructional coaching experience by recording coaching conversations/interactions with teachers. The purpose was to determine if the type of coaching conversations changed overtime during three defined time periods within a 3-year project. A quantitative design was conducted using a sample size of 5 faith-based elementary schools. Data was collected using the Instructional Coaching Scale by Woodruff. The results revealed that instructional coaching conversations/ interactions changed towards a more interactive style and teachers became more involved in the coaching experience.