Researchers report on the complexity of instructional coaching as it contributes to the learning of elementary teachers. Although instructional coaching as a means of continual learning opportunities for teachers has increased over the last decade, little research exists on how coaching works when it does. The purpose of this qualitative single case study was to describe how instructional coaches balanced directive and responsive stances to contribute to elementary teachers' transformation of learning in a suburban public school district in central Arizona. Vygotsky's sociocultural learning theory and Mezirow's transformative learning theory were used to frame the study. Ten instructional coach/elementary teacher dyads were sampled to observe the directive and responsive moves that occurred during a single coaching conversation. Teacher interviews and an instructional coach focus group provided perspectives from individuals. Open-thematic coding and constant comparative analysis resulted in seven major themes. The two most important themes in this study include instructional coaches brought new perspectives to teachers and facilitated teachers leading their own learning. Results indicated instructional coaches balanced directive and responsive stances in both direct and subtle ways, and strategically supported teachers' transformation of learning. Instructional coaches need time devoted to learning about the teachers they support and professional development to hone directive and responsive coaching approaches. This study contributed to the differentiation of coaching stances by expanding the knowledge of how instructional coaches support teacher learning and improve instructional practices.