The current study examines the effects that a coaching intervention has on the occurrences of scaffolding language techniques in a teacher's instructional delivery, in addition to the possible influences that a coaching intervention has on the teacher's ability to reflect on scaffolding language. More importantly, the study considers whether students benefit academically when teachers use more scaffolding language techniques in their instructional delivery. An interrupted time series design with a between and within-subject variable was used to measure the impact of the coaching intervention on scaffolding language technique occurrences over a six-week period. An independent samples t test was applied to examine mean differences between pre- and post-test scores of the control and intervention group. The intervention teacher's occurrences of scaffolding language techniques experienced an upward trajectory, while the control teacher's occurrences of scaffolding language techniques experienced a downward trajectory. Qualitative data analysis of the teachers' written responses revealed that the intervention teacher's behavioral patterns changed over time, while the control teacher's behavioral patterns remained stagnant. Relative to student performance, differences in pre- and post- test scores were higher for students within the intervention group. Triangulation of the results from the interrupted time series data, teachers' written responses to reflection questions, and students' pre- and post-test results gave credence that a coaching intervention can make a positive impact on instruction, reflective practice, and student performance. [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.]