While a consensus definition of teaching expertise is still elusive, it is generally agreed that an expert possesses specific qualities and attributes that account for his or her repeated superior performance in a given domain (Tan, 1997). Through practice and experience, expert teachers develop strategies to further their instructional development (Ericsson & Charness, 1994). As identified by Tan, one of the practices exercised by experts is self-monitoring. Zimmerman (1998) explained self-monitoring as “observing and tracking one’s own performance” (p. 78). While identified as an important quality, the literature remains silent regarding the self-monitoring strategies experts engage to maintain or enhance aspects of their performance. The purpose of this study, therefore, was to identify strategies used by expert golf instructors to continue their journey of learning and improvement. An open-ended survey collected the written responses of 31 of the Top 100 Golf Instructors in America as determined by Golf Magazine. Survey items queried instructors about their teaching and requested they identify strategies used to maintain their strengths and improve their weaknesses. Glaser (1978) noted that for a grounded theory to work as an instrument for analysis, it must clearly conceptualize the data and explain the studied phenomena. Data analysis determined that a self-monitoring strategy consisted of two parts: a goal and an action. The American Heritage Dictionary confirmed the veracity of these themes, defining a strategy as, “A plan of action intended to accomplish a specific goal.” By this definition, the self-monitoring strategies were then further categorized. Categories that emerged for goals were: a) communication, b) personal lifestyle, c) follow-up, d) teaching perspective, and e) learning. Categories that emerged for actions were: a) seek help from others, b) read, c) technology use, d) business strategies, and e) teaching practice. Additionally, the instructors listed considerably more strategies for improving weaknesses (n = 80) than strategies to maintain their strengths (n = 56). Among these strategies, there were more actions (n = 87) than goals (n = 49). Based on the findings of this study, it appears that expert teachers have specific ideas about what they need to do and how they need to do it that allow them continued success on their constant journey of learning. Keyword(s): coaching, professional development, research