OBJECTIVES: This narrative review advocates exploring instructional coaching as a valuable faculty development strategy in pharmacy education to enhance teaching practices and improve student learning outcomes. This manuscript serves as a preliminary exploration into the potential benefits of instructional coaching, drawing on current literature. FINDINGS: The Accreditation Council for Pharmacy Education (ACPE) standards emphasize professional development to improve faculty performance. However, traditional offerings lack personalization, sustained practice, and empirical links to improved student achievement. In contrast, instructional coaching provides personalized, job-embedded support through collaborative dialogue. It fosters the application of evidence-based teaching methods, promotes educator self-reflection on learner-centered practices, and bridges the theory-to-practice gap. While limited data exists related to pharmacy education, substantial research demonstrates instructional coaching significantly enhances teaching quality and student outcomes in elementary and secondary education. Instructional coaching elicits critical reflection among instructors on their teaching philosophies and learners' needs. This reflective practice is key for academic development and transitioning from educator-centered to learner-centered instruction. SUMMARY: Instructional coaching emerges as a promising model to improve pharmacy faculty's instructional practices and student learning outcomes. By providing personalized, job-embedded support fostering reflective practice, it can shift beliefs and bridge theory to practice. Pharmacy education stakeholders should implement and evaluate instructional coaching through robust research to validate its effectiveness, examining impacts on instructor development, teaching quality, and student achievement. With the evolvement of learner needs, this faculty development approach ultimately aims to enhance pharmacy educational quality and student success.