The purpose of this mixed methods research study was to examine teachers' perceptions that an instructional technology coach as having an influence on improving their teaching practice, improving their integration of technology and 21st century skills, and improving student learning. Additionally, the study also examined whether perceptions differed across teacher groups. Participants in this study were from one K-12 school district in Eastern Pennsylvania that employed four instructional technology coaches. Two hundred sixty-one kindergarten through twelfth grade teachers participated in an electronic Likert scale survey that was distributed during one of their monthly faculty meetings. The survey was tested for content validity and reliability prior to distribution. The qualitative data analysis examined structured interview responses from seven teacher volunteers to develop a deeper understanding if they perceived an instructional technology coach as having an influence on improving their teaching practice, integration of technology and 21st century skills, and student learning. The quantitative findings suggested that teachers' positively perceived instructional technology coaches as having an influence on all three areas. There were no significant statistical differences across teacher groups. The qualitative findings supported the need for an instructional technology coach and the three themes that emerged were impacting instructional practices, roles of the instructional technology coach, and demand for more instructional technology coaches. [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.]