The multitude of demands required of today's high school teachers who are also athletic coaches often causes a problematic role conflict in which they must prioritize one role over the other. The purpose of this study was to explore the dual roles and responsibilities of high school teacher-coaches coaching football in one large Louisiana public school to determine potential role conflicts and discover ways for teacher-coaches to manage these conflicts and administrators to support them. Using role theory as a theoretical framework, the conceptual framework was created to help understand the decision-making process of these teacher-coaches. A multi-phased, embedded single-case study, mixed methods design was selected for this research that occurred over the 2020-2021 academic school year and during the 2020-2021 football season. The findings from Phase I were used to identify representative sub-units (individual teacher-coaches) selected for Phase II. Major themes emerged including the significant power of the head coach to hire and fire these teacher-coaches and the teacher-coaches' need for quality professional development and time. Participants reported working hours that are double their non-coaching co-workers. Their need for time and time-saving activities, tips, and short-cuts can be seen in nearly every issue that plagues them, including role overload. Teacher-coaches will most likely experience role conflict because of the nature of these two roles. Teacher-coaches experience role conflict with their whole being, devoting most of their lives to a dual profession that most, even those in education, will never fully understand. They experience role conflict as members of an inter-connected web of other teacher-coaches who are both co-workers and rivals. They experience role conflict through sacrifices of their health and their relationships for student-athletes in the pursuit of not only a win but also a "coachable moment." Until the educational system decides to split the role of the high school teacher-coach into educators who coach and educators who teach, all administrators can do is attempt to lessen the burden of both by supporting them as much as possible. [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.]