Most people would agree that proficiency in reading is essential for students' success in school and throughout life; however, students across the nation struggle to achieve grade-level proficiency in reading. For decades, people have argued about how reading should be taught. Many scientists now agree that body of evidence is known as the science of reading should inform reading instruction. Although there is a consensus in the scientific community, a gap in the literature exists regarding teachers' perceptions of the science of reading. Unless all stakeholders come together, this issue will continue to present challenges for students. In this study, elementary teachers' perceptions of the science of reading were examined through a qualitative study using a case study approach to inquiry. In-depth focus group interviews were used to collect data from 15 teachers from public elementary schools in central Arkansas who have participated in professional development, employed instructional strategies, and utilized curricular materials aligned to the science of reading as outlined by the Division of Elementary and Secondary Education of the Arkansas Department of Education. Data collected from this study have implications for stakeholders who make decisions regarding how to plan professional development and procure curricular resources to increase the likelihood that a new curriculum initiative will be successful. [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.]