Despite the importance placed on reading in the classroom, an unacceptable number of students lack the literacy skills essential to succeed in today's knowledge-based economy, putting them at greater risk of persistent unemployment and other forms of economic hardship. The problem is that public charter elementary (K-4) school intervention strategies to close the reading gap for children living in poverty in Camden are often inadequate. The purpose of this descriptive qualitative case study was to analyze the reading intervention strategies that a Camden charter elementary (K-4) school utilizes to close the reading gap and explore administrators' and teachers' perceptions of what interventions work. The guiding framework for this investigation consisted of Constructivism, and notably Vygotsky's Zone of Proximal Development. This descriptive qualitative case study provided the opportunity to explore the research questions: (1) How do administrators evaluate the reading intervention strategies that could close the reading gap for K-4 students? (2) How do teachers perceive their professional development for the reading interventions they use in their K-4 classrooms? After IRB approval, twelve participants, which included two administrators and ten teachers, were recruited. The participants who satisfied the criteria and signed consent could then take the questionnaire via Qualtrics. Data analysis was completed using QSR International NVivo. The data analysis revealed four overarching themes. The results showed that administrators and teachers were not on the same page regarding reading interventions and their efficacy, but both felt professional development was inadequate. Allowing teachers to engage in the intervention selection process has the most critical implication for administrators. In addition, administrators should strive to simplify the chosen intervention program and offer the necessary professional development. Future research may include additional professional development geared toward reading interventions. [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.]