A person's literacy level impacts multitudinous aspects of their life. Determining and implementing effective procedures to address reading struggles continues to plague the education sector. The purpose of this qualitative descriptive study was to explore how teachers in the fourth grade describe how they select and implement reading intervention strategies, and how they describe defining and measuring the success of those strategies for their struggling readers, in Minnesota. The three research questions pertained to teachers' selection and implementation for struggling readers and the definition and measurement of success of those reading interventions in fourth grade in Minnesota. Convenience sampling was used to obtain participants from the target population of 4th grade teachers or former 4th grade teachers in Minnesota. Data were collected through one-on-one interviews and narrative reflections. Eleven themes emerged. The themes that emerged were the following: formative assessment, summative assessment, individualized conferencing, individuality/uniqueness, relationship, confidence, basal reading, passion, teacher efficacy, success, and self-efficacy. The overall findings of the study are the utilization of assessments to identify appropriate intervention strategies, individuality and unique needs of each struggling reader requires teachers to remain flexible when implementing intervention strategies, and success does not have a common definition. This study provides information that can be used to inform professionals within the education sector of the importance of collaboration, establishment of clear guidelines identification and measurement of reading intervention 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.]