Within the secondary level of education covering students in grades 6-12, reading comprehension continues to be an area of concern for traditional public-school educators. Because students lack the foundations of reading upon entering middle and high school, on average across the United States, many students struggle to meet high school graduation requirements for reading therefore struggle to graduate with a diploma. The experiences of teachers who have to teach intervention strategies is important to helping improve the support and professional development teachers receive to educate these students aiding them in accomplishing their reading goals. The purpose of this qualitative case study is to understand the perceptions of 6th-12th grade teachers in charter schools in Florida who are trained to teach reading comprehension using metacognitive awareness techniques as an instructional tool about the efficacy, implementation, and student engagement of this method. Semi-structured interviews were conducted with 12 participants and the data from the study's analysis revealed 6 themes: (a) metacognitive reading strategy instruction improves student reading comprehension; (b) strategy implementation requires additional resources and support after receiving training; (c) metacognitive strategy use can increase student engagement; (d) metacognitive strategy use promotes awareness and produce habits of learning; (e) good readers demonstrate more metacognitive knowledge than struggling readers; (f) and lack of reading negatively affects comprehension skills. The findings from this study supports theory and previous research conducted on metacognitive strategy use. Adding to the research teachers' perceptions about how the use of these strategies impacts student achievement and overall reading comprehension. Understanding teachers' perceptions about the efficacy of these metacognitive methods can inform school leaders about best practices regarding teacher professional development in reading instruction and how to implement such instructional practices into all classrooms not only those in Reading and Language Arts subject areas. [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.]