The purpose of this case study was to demonstrate the influence of Tier 1 of Response to Intervention and Instruction (RtI[superscript 2]) and instructional coaching on teachers' instruction and on students' and English Language Learners' (ELL) learning. Research was conducted in one large urban elementary school. The unit of study was a third-grade RtI[superscript 2] team consisting of all four teachers, one instructional coach, and the principal. Data collection lasted six months and included interviews, observations, focus groups, and analysis of texts and artifacts. Results of this case study indicate that Tier 1/RtI[superscript 2] helps teachers conduct differentiated instruction, target, and monitor students' academic performance to achieve/maintain Tier 1's objective of 80-85% student proficiency. However, more research is needed on specific ways Tier 1/RtI[superscript 2] impacts ELLs' learning. The study demonstrates that instructional coaching fosters collaboration and encourages teachers to implement ELL strategies, analyze student data, and conduct focus planning during Tier1/RtI[superscript 2] . [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.]