The purpose of this study was to determine the impact, if any, the implementation of Personalized Learning (PL) would have on fourth-grade students in a rural public elementary school in the area of reading achievement, mastery, and progress. The study compared two cohorts of students. The control group received traditional learning reading instruction while the experimental group received PL reading instruction during the eight-month study. The analysis was done through three research questions to associate the group comparison outcomes between the control and experimental groups in both pre and post-implementation. Overall the study showed no association among student achievement, but a positive association between the implementation of PL compared to traditional learning in the areas of student mastery and growth within the area of reading in a fourth-grade rural elementary setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]