The primary purpose of this parallel mixed methods study was to discover the extent to which instructional coaches and third and fourth grade elementary teachers were impacted by participating in the instructional coaching model available on their campuses. A subsequent concern was to determine to what extent the writing practices of the teachers were impacted by participating in the coaching cycle and coaching model. Further information was sought to determine if after working in a school with an instructional coaching model, teacher self-efficacy in writing instruction improved. Purposive sampling method was used to select the sample. Specifically, 31 third and fourth grade classroom teachers and 5 instructional coaches participated in the current study over a 9-week period. Out of the 31 classroom teachers, 10 were randomly selected to participate in the instructional coaching cycle directly with the instructional coach. The 5 lowest performing schools out of 13 elementary schools were selected based upon data from the 2016 State of Texas Assessments of Academic Readiness (STAAR) fourth-grade writing test. Instructional coaches were interviewed, and the data were analyzed using the constant comparative (Glaser & Strauss, 2012) for the purpose of continuously developing a theme or pattern in the responses. Quantitative data included the K-6 Teacher Writing Survey (Simmerman et al., 2012) and the Writing Self-Efficacy Instrument (Surman & Schumacker, 2012). Means and standard deviations were computed using the teacher writing survey. To determine whether a teacher's self-efficacy improved over the course of the study, scores from the 10 teachers who worked directly with the instructional coach and the 21 teachers who did not were compared using a between and within repeated measures analysis of variance (ANOVA) because there was a pretest and posttest score for each teacher and there were two independent groups. Instructional coaches and the teachers working in the coaching cycle used coaching observation protocols throughout the study to supplement the data that were derived from the interview questions and the writing survey. Findings indicated all 5 instructional coaches believed the coaching model made an impact on their competency in coaching writing instruction. The majority of teachers reported using and valuing writing instruction, such as daily writing, providing student choice, and using mentor texts. A statistically significant difference in improving writing teachers' self-efficacy was revealed after participating in the instructional coaching model available on their campuses. Recommendations and implications for practice are discussed later in this publication. [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.]