As STEM initiatives increase throughout elementary schools, literacy teachers need help finding their role in school-wide implementation. This qualitative case study explored the perceptions and willingness of sixteen literacy teachers to integrate engineering practices with children's texts. Through the lens of Rosenblatt's Transactional Theory, three research questions were addressed, with the third being a culmination of this study's purpose: How do literacy teachers perceive and willingly integrate the engineering practices with children's text concerning aesthetic and efferent reading experiences in grades three through six in Northeast Georgia? Based on the recommendations of a previous study where engineering showed promise as a means for literacy teachers to engage in STEM initiatives while focusing on literacy standards and objectives, the methodology for this study focused on obtaining teachers' current practices and perceptions through an open-ended questionnaire, individual interview, and a focus group. Data were analyzed using reflective thematic analysis. While it was crucial to understanding teachers' current practices, the overarching quest was to understand the barriers and needed support that literacy teachers have. Teachers presented time, traditional classroom expectations and student issues as the main current barriers and all felt that support, professional development, and targeted resources were essential to proceed with integrating engineering and children's text. The findings of this study offer administrators an insight into professional development and the support literacy teachers need. Recommendations for future research are presented to expand the understanding of literacy teachers and explore student achievement differences when engineering practices are integrated. [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.]