With the advent of the South Carolina Read to Succeed Act, authorized in 2014, school districts are required to implement a comprehensive system of ongoing support to address declining literacy performance and ensure students graduate with the necessary skills to succeed in the college or career fields. As a result, school systems employ job-embedded professional learning opportunities in the form of literacy coaching; however, much debate exists around how to effectively utilize the coaching model to influence teacher self-efficacy and enhance student achievement. The purpose of this study is to evaluate the effectiveness of the Literacy Coaching Model implementation phase and its impact on first through third-grade reading achievement growth. The researcher utilized a mixed-methods research design, which included a Likert-scale teacher perception survey, literacy coach focus group interviews, and student reading achievement growth data to compare teachers' perceptions, literacy coaches' perceptions, and student performance within two districts at different phases of literacy coaching implementation. Findings suggest that teachers have a high sense of autonomy as it relates to the delivery of effective literacy instruction. However, literacy coaches were not found to have a significant influence on teacher sense of efficacy. Literacy coaches noted professional learning activities such as modeling, focused classroom visits, learning labs, and data analysis positively influenced effective literacy instruction. Finally, results indicated literacy coaching implementation phase significantly influences reading achievement growth. [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.]