This qualitative transcendental phenomenological study describes the lived experiences of teacher-coaches, those who simultaneously hold official positions as licensed teachers and athletic coaches, as they cope with role conflict and navigate relationships with students and athletes. A three-pronged conceptual framework that includes role conflict, relational capacity, and social cognitive theory guided the inquiry, and data were collected through two rounds of in-depth interviews with teacher-coaches from the state of Colorado. This study contributes to the extant scholarship on teacher-coach role conflict, teacher-student relationships, and coach-athlete relationships. More specifically, this study addresses a gap in the literature by humanizing the teacher-coach experience and examining how role conflict and relationships influence one another in teacher-coaches. Results from this study indicate that the teacher-coach experience is cyclical in nature with role conflict, which stems from both internal and external factors, and relationships influencing each other differently over time. Overall, this study provides deeper insight into the complexities within the teacher-coach dual role, highlighting the challenges and providing opportunities for administrators to make changes to better address the needs of teacher-coaches and the students and athletes with whom they work. [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.]