Professional development is a significant factor in improving teachers' instructional practices and increasing students' growth (Kang et al., 2013). The purpose of this study was to explore and analyze elementary teachers' perceptions regarding the impact of professional development delivered by instructional coaches. The central question for this study was: What are elementary teachers' perceptions of the impact of professional development provided by instructional coaches? Data collection included personal narratives in the form of individual teacher interviews and were analyzed using in vivo coding. The data revealed teachers felt valued and included when other duties and responsibilities did not interfere with the coaches' schedules to provide services. Results also highlighted the inclusion of engaging activities during professional development as best practice. Participants perceived quality professional development improved learning and increased the chances of implementation in the classroom. Participants also perceived problems related to insufficient prep time, scheduling, and more tailored professional development by other instructional coaches. This dissertation in practice includes a design for a professional development plan, introduced and detailed in Chapter Five. Future research is warranted regarding the professional development and training of instructional coaches. [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.]