The purpose of this quantitative study was to investigate K-12 teachers' perceptions of instructional coaching. Specifically, this researcher assessed the perception of instructional coaching as a whole, support for hiring practices for instructional coaches, the value of instructional coaching for improving teaching practices, the value of instructional coaching for improving student achievement, and the perception of instructional coaches being in supervisory role. Participants in this study were located in three different school systems in Northeast Tennessee. All data were collected through an online survey distributed to 848 teachers resulting in a 62% return rate with 536 participant responses. Research reinforced the view that more research needs to be conducted to determine the effectiveness of instructional coaching. The data from 5 survey questions measured on a 4-point Likert-type scale were analyzed using one-sample t tests. Results indicated that teachers differ on their perception of instructional coaching based on grade level and their years of experience. No group had a statistically significant positive support for instructional coaching.