This embedded case study sought to answer the question of what obstacles and opportunities presented when a reading initiative aimed at increasing the amount of time students spent reading independently was implemented during the COVID-19 pandemic. Four embedded grade level cases from a small rural elementary school were explored over the course of the 2020-2021 school year through the collection of interviews, observations, family surveys and related document and artifact data. A qualitative analysis of the collected data resulted in the emergence of nine total themes. The following six themes emerged from four embedded cases: (a) a discrepancy in teacher expectation led to reflection, (b) having choice drove engagement and independence, (c) allowing for choice bolstered independence and relationships, (d) Joyful Reading sparked conversations about books and reading, (e) Joyful Reading impacted student perceptions of reading, (f) positive interactions led to student independence and engagement. Three additional themes emerged from the cross-case analysis: (a) a flexible framework allowed for differences in procedural implementation, (b) time was a challenge, and (c) Joyful Reading positively impacted student engagement. The biggest obstacle in implementing Joyful Reading was found to be devoting the necessary time, and the biggest opportunities found in implementing Joyful Reading were increased levels of student engagement and independence in choosing and reading books. In addition, the hybrid instructional model was found to be both an obstacle and an opportunity. [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.]