Principals are traditionally the instructional leaders of a school. However, instructional coaching moves the emphasis from principals to instructional coaches by charging instructional coaches with improving the effectiveness of teachers who are critical to ensuring the successful education of a student. This research analyzed the leadership styles and practices of instructional coaches. Specifically, reflections from three elementary instructional coaches and two principals, all from the same rural school district, were analyzed to gain insight into the role of the instructional coach and how this role demonstrated instructional leadership. Transformational and Transactional Leadership Theories were used to describe the leadership practices and styles of the instructional coaches. The Causal Model of Organizational Performance and Change (the Burke-Litwin Model) provided a method of analysis for the transformational and transactional factors within the organization that impacted the instructional coach acting as instructional leader. [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.]