This proposed study aims to promote a more critical awareness of coaching education and continuing professional development (CPD) by investigating into Black, Indigenous and Other People of Colour (BIPOC) workplace coaches’ embodied experiences in developing their professional identity.  Insomuch a more socially and critically informed approach in coaching research, practice and education has been advocated in the recent literature, the marginalised voices from coaches with ethnic minority cultural backgrounds are still scarce. To incorporate a wider cultural considerations and inclusive narratives, this study proposes an Interpretative Phenomenological Analysis (IPA) study to explore in-depth reflections of BIPOC coaches-to-be existing coaching education curriculum and practicing coaches’ coaching career development via one-on-one semi-structured interviews.  This research will employ Henri Lefebvre’s social space framework (1991) which considers that the meaning of [social] space is (re)shaped by human interactions and interpretations. Lefebvre’s theoretical framework nicely aligns with the proposed research objectives to unveil BIPOC coaches-to-be and coaches’ lived experiences in power relations over their coaching training and existing practice. The research results will extend contemporary critical coaching literature by delving into this long-established ‘discomfort’ topic in race and offer empirical insights into diversity, equity and inclusion (DEI) in coaching education. In addition, the anticipated findings will contribute to the theorisation of coaching research in DEI through the postmodern sociological perspective to navigate how system power make impacts on ethnic minority coaches’ interactions and negotiations with varied power holders in the coaching process.  In terms of potential practical contributions, the research findings could provide a more comprehensive guideline for a wider cultural consideration into coaching education curriculum and CPD. With a strong growth of professional coaching practitioners with non-Western cultural upbrings, it is urged to hear other voices in terms of coaches’ learning and  professional identity development to respond to the recent social transformation of coaching methodology.