This action research study sought to examine the impact of applying the Human Performance Technology (HPT) principles to an intervention already in place in a suburban Missouri school district, and to review how those involved perceived the change of using the HPT approach. This action research study also examined what happened to the instructional coaching intervention already in place when the principles of HPT were applied. It was found in this study that while the major stakeholders perceived themselves as ready for change, there were driving and resisting forces for change in the district. Analyzing these driving and resisting forces was important in discovering why there is a weak history of intervention implementation, and why HPT is not typically used in education as a systematic approach to program implementation. Since the principles surrounding HPT have been proven to be successful in helping businesses improve, it would seem that utilizing these same principles would assist schools as well; however, key stakeholders need to be more familiar with the HPT approach in order to fully utilize it for decisions about future interventions. Essentially nothing happened to the instructional coaching intervention in place after the principles of HPT were applied, and the district chose to use an unsystematic approach rather than the HPT model to make decisions regarding the intervention. This study showed that merely introducing the major stakeholders to the HPT model was not enough and that more training was needed to increase understanding and assist in moving the district toward adopting the HPT model. [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.]