This research is a qualitative case study involving eight participants' €”seven teachers and one instructional coach at an elementary school. The student population of this school was a Title I eligible elementary campus with students of mixed ethnicity. The purpose of the study was to document teachers' perceptions and understanding of the implementation process and those factors they perceived that inhibited and facilitated the implementation by an instructional coach of the Cognitive CoachingSM process. The method of inquiry was an instrumental case study at a single site that included a minimum of three one-on-one interviews with each of the eight participants. These interviews triangulated with historical data and observations provide the information to tell the story of the implementation process and extend the reader's understanding of the implementation process. The themes revealed in the research included: (1) lack of understanding and clarity of the Cognitive CoachingSM process, (2) influence of the campus leadership, (3) teacher'™s willingness or resistance to change educational practice, (4) relational trust, (5) influence on instructional change, and (6) increased student achievement. This research study offers implications for both practice and theory. There are specific implications for administrators, instructional coaches, principals, and teachers as they implement the Cognitive CoachingSM process. There is a need for clear, welldefined expectations for implementation at both the campus and district level. In addition, personnel responsible for the implementation process at the campus and district level must be trained in the Cognitive CoachingSM process. Teachers must be aware of the process and terminology pertinent to the implementation process. The Cognitive CoachingSM process provides the opportunity for teachers to restructure their educational practice as they to engage in professional dialogue and reflection with instructional coaches, principals, and peers. Further studies on the connection between relational trust and the implementation process, would provide educators and researchers a fuller understanding of the factors that support the process of implementing innovative reform models in schools.