Each teacher brings different strengths and beliefs to the classroom through instruction. When teachers implement the same curriculum, pacing guides, training, and support, their instruction still varies, as does student learning. The Action Research study sought to improve the connection between teacher self-efficacy and teacher perceptions in reading instruction for staff in kindergarten through fifth grade at Memorial Elementary School. In Cycle 1, participants included kindergarten to fifth-grade teachers, elementary principals, and assistant principals, who provided data that revealed the interconnectedness of teacher self-efficacy, teacher instruction, and student learning in reading. It also showed that teachers and administrators held different perceptions of reading instruction. In Cycle 2, a Lesson Study was implemented to enhance teacher self-efficacy, literacy knowledge, and instruction, and to align expectations for literacy comprehension instruction among teachers and administrators. The Lesson Study involved a team of kindergarten and specialist teachers who collaboratively designed a Lesson Study cycle, including protocol design, planning the focus lesson, observing the research lesson, debriefing to revise it, and teaching it. The results of the Action Research study were evaluated based on the study's evaluation plan, which highlighted how a Lesson Study can strengthen teaching and learning, calibrate learning expectations and beliefs, and increase teacher self-efficacy. The implications for the organization include providing learning opportunities for teachers within a framework for high-quality professional development that expands teachers' beliefs about students' ability to complete grade-level work by aligning learning expectations and outcomes through a school-wide implementation. [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.]