The current study investigated perceptions on reading comprehension instruction within a residential treatment facility. Four special education teachers participated in a focus group, identifying facilitators and barriers to teaching reading comprehension within a restrictive education setting to youth with and at-risk for emotional and behavioral disorders. Study findings indicate that facilitators for reading comprehension instruction within the classroom include the belief that reading is a life-long skill, the importance of differentiating instruction, and an understanding that youth learn in different ways. Contextual setting and youth attributes, a delay in academic instruction, incomplete instructional toolbox, and teacher and youth buy-in are identified barriers to reading comprehension instruction within a residential treatment facility. Suggestions for addressing these barriers, as well as future directions for research are outlined. This study highlights a need for additional investigation into stakeholder perceptions regarding reading instruction in restrictive educational settings.