This mixed-methods study examined how feedback from an administrator and feedback from an instructional coach affects a teacher's professional growth. This convergent study gathered teacher perception data from a sample of kindergarten through third-grade teachers from Indiana and Illinois to determine if teachers perceived any differences between feedback they received from an administrator or their instructional coach. Quantitative data suggested no significant differences between an administrator's feedback and an instructional coach's feedback; however, teachers find value in the feedback from both sources when tied to professional growth. A focus group of teachers provides evidence of the feedback they receive from both sources regarding their professional growth. Findings suggest that teachers believe instructional coaches help them find classroom resources and work as collaborative partners. Data from this study also suggest that teachers respond favorably to feedback from their administrator when it is positive and includes new instructional strategies. This research may help school districts make decisions regarding the usefulness of instructional coaches in building the capacity of teachers. [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.]