The problem that the researcher addressed through this study was that third- to fifth-grade teachers found it challenging to incorporate explicit comprehension strategies to reading in an elementary school in southeastern Virginia. The purpose of the study was to examine third- to fifth-grade teachers' perceptions of and experiences when incorporating specific strategies in reading comprehension instructions. The researcher used purposeful homogeneous sampling to select 10 third- to fifth-grade teachers. Bandura's self-efficacy theory was the conceptual framework used to help clarify teachers' responses. The researcher used a basic qualitative approach to gather data using informal semistructured interviews with two research questions guiding the data collection. Microsoft Word macros was used by the researcher to analyze the data, which led to four themes aligned with the research questions. Results indicated that the teachers needed more time to plan and execute lessons, the class dynamics prevented teachers from using more specific strategies, and the teachers were unsure that the county or the school endorsed specific reading comprehension strategies. A consensus was that continuous professional development (PD) would better prepare them to teach reading comprehension using explicit strategies. A 3-day PD was created to support teachers in planning and teaching using specific reading comprehension strategies. This study could create positive social change by helping administrators to put in place the help teachers need with teaching reading comprehension using explicit strategies. [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.]