The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support components of an effective reading program. The theory of constructivism provided the conceptual framework for this study. The guiding research question examined how teachers experience learning about effective research-based strategies in reading instruction that are related to improving student achievement. This phenomenological study included 6 individual interviews and a focus group session consisting of 9 teachers in grades 1-3 at the elementary school. The data were analyzed through coding to determine common themes. Results indicated that reading methods courses in college lacked training in research-based strategies necessary to be effective teachers of reading, professional development was effective but time restraints and lack of funding were major issues preventing mastery of the new methods and strategies introduced, and teachers expressed the need for a reference with research-based strategies located in one place making these strategies readily available for planning. To meet the needs of these teachers, a resource manual was developed using research-based strategies for differentiating fluency instruction. This manual can promote social change by improving research-based instruction in fluency so that student achievement may be increased. Increasing achievement in reading provides students with the opportunity to become lifelong learners. [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.]