The Crumpton School District (CSD) is a high performing school district in suburban Philadelphia that has expended a great deal of energy and work to close gaps in the achievement of its Black students. Despite these efforts, 2016 standardized test data reflect a reading achievement gap of 28 percentage points for Black boys attending four of the CSD schools with the largest percent of Black boys enrolled. This qualitative study was designed to provide the CSD with implications for practice to continue and improve its work related to increasing the reading achievement of Black boys. More specifically, this study examined educators' perceptions of the effectiveness of strategies and conditions in place to close the reading achievement gap of third grade Black boys. This study also examined the roles of CSD administrators in their efforts and plans for closing the reading achievement gap of third grade Black boys. Individual interviews of 11 third grade teachers, seven reading specialists, four special education teachers, four curriculum specialists, three principals, one assistant principal, one supervisor of special education, and one supervisor of communication arts, as well as the review of principal's school improvement plans and goals, were the sources of the qualitative data. Detailed analyses of the qualitative data collected provided recommendations for teachers and educators of CSD to improve the manner by which they provide Black boys with equitable opportunities to achieve in the area of reading. These recommendations, hopefully, could benefit similarly situated districts in the state and nation. [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.]