The problem addressed through this study was that Grades 2-4 teachers in a New England urban elementary school district are challenged to remediate student learning loss in reading achievement. In the district, there was documented low reading proficiency for Grades 2-4 over the past 5 years, including before, during, and after the COVID-19 pandemic. The purpose of this basic qualitative study was to explore the experiences of Grade 2-4 teachers remediating learning loss. The connected learning model, developed by Houghton Mifflin Harcourt, was the conceptual framework for this study. The research question focused on the experiences of Grades 2-4 reading teachers remediating learning loss. The sample included 16 teachers from multiple elementary schools with greater than 1 year of experience in Grades 2-4. Data were collected through semistructured interviews and were thematically analyzed by applying a priori, open, and axial codes that resulted in three emerging themes: Grade 2-4 teachers indicated effective instruction required (a) an environment with socioemotionally safe relationships; (b) different data types to scaffold reading instruction; and (c) resources and instructional strategies to differentiated reading instruction and support students' reading. This study may promote positive social change by providing district leaders insight from teachers into remediating learning loss and implementing social emotional learning factors. Additionally, the professional development plan models how the intentional connection of educational best practices may inform the process and create stronger academic and relational connections for teachers and students. [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.]