Over the years, urban schools and districts have developed programs and partnerships to support their novice teachers. However, there is very little literature that exists from the perspective of the instructional coach who works with novice teachers in urban schools. Instructional coaches engage in meaningful conversations with school administrators, curriculum directors, and classroom teachers. Often wearing multiple hats, instructional coaches are mentors, co-teachers, and collaborators who plan, model, encourage, advocate, research, provide feedback, and support teachers with day-to-day routines and long-term goals. Instructional coaches are working in urban districts and schools supporting both beginning and experienced teachers and focusing on instructional practices and student achievement, often with little training on how to coach novice teachers in an urban school environment. Because instructional coaches are often unprepared and confused about their role and job responsibilities, they are often being utilized incorrectly. In many cases, those hired to be instructional coaches are supporting the daily operations of the school by performing other administrative functions or teaching classes in addition to being an instructional coach in their school (Biondo, 2018; Doby-Holmes, 2011). From a phenomenological perspective, a deeper understanding of the lived experiences and perspectives of instructional coaches who coach novice teachers in urban schools is warranted. The goal is to develop an overall description that represents the lived experiences regarding coaching novice urban teachers. The findings from this study may be useful to those that seek to support and improve the quality of professional learning for instructional coaches of novice teachers in urban schools.