Teacher evaluations have varying platforms and models used to provide feedback to teachers on their instructional practices. While research shows the importance of effective and meaningful feedback on teacher impact, there is little research on the specific model of evaluating administrators using Cognitive Coaching. The purpose of this study was to determine the extent to which K-12 administrators and K-12 teachers perceive the impact of Cognitive Coaching strategies on teacher growth. The adult learning theory, transformative theory, mediated learning experience, and clinical supervision theory were used to design the theoretical framework of the study. There search questions explored administrator and teacher perceptions related to the implementation and impact of Cognitive Coaching on instructional practices. The study also investigated potential barriers for administrators implementing Cognitive Coaching with efficacy and fidelity. The design of the study included the collection of perceptual data through surveys and semi-structured interviews. Data and discussion of the findings would be beneficial to district leaders seeking to offer training to administrators in a teacher evaluation feedback model such as Cognitive Coaching. [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.]