The purpose of this mixed methods study was to determine if teachers’ sense of self-efficacy is influenced by instructional coaching. The Teachers’ Sense of Efficacy Scale survey was used to determine teachers’ sense self-efficacy. Demographic data was also collected which included years of experience, grade level taught, and coaching experience. One-on-one interviews further explored teachers’ perceptions of coaching. Quantitative data were analyzed using a paired t-test and ANOVAs. Qualitative data was analyzed using an inductive approach. Quantitative analysis demonstrated teachers’ sense of self-efficacy overall was not significantly influenced coaching. Qualitative analysis did show that particular coaching types were preferred over traditional models of professional development and had impacted teachers’ instructional practices, as well as student performance.