This study examined the impact that a well-defined relationship between principals and coaches has on teachers. Semi-structured interviews were conducted with nine participants at 2 middle schools in one district in New England; one principal, one coach, and four teachers were interviewed at one site, and one principal, one coach, and one teacher from the other. Peplau's theory of interpersonal relations laid the foundation for understanding how participants made sense of their experiences. Multiple case study guided the process of data analysis, with themes being identified within and across cases. Four findings of the study were: disagreements led to a stronger relational fit, contextual confidentiality improved communication, noncoaching tasks led to an overwhelmed coach, and coach personality, background, and skills impacted teacher's self-efficacy. The findings have implications for principals, coaches, and district leaders. Principals should engage in relationships with coaches while creating safeguards to prevent coach burnout. Coaches should approach principals with a learning mindset and embrace relationships with teachers. Both should embrace confidentiality within their relationship. Finally, districts can support coaching by sharing a unified vision of coaching that emphasizes principal and coach relationships. Further research is needed in understanding the role that confidentiality plays in the principal--coach relationship, especially as it pertains to sharing information that would benefit and improve the coach. [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.]