There is an alarming rate of secondary students who struggle to read proficiently because they lack the literacy skills to acquire, process, and utilize information. State and federal learning standards require students to apply reading strategies in all content areas. These expectations require all teachers to know about reading strategies and the specific content they teach. Every teacher is responsible for employing literacy practices; many may need more preparation. Content area teachers may not feel qualified to make the curricular shift, so these teachers are facing many challenges when attempting to make curricular changes to include reading strategy teaching. This study aims to identify what challenges secondary content area teachers encounter when trying to implement reading into the content-specific curriculum and what professional development these teachers deem necessary to learn how to teach reading strategies in their content-specific classrooms. A qualitative, multi-case study was chosen as the most effective method for this work to create an understanding of these challenges. Sixteen non-English language arts content area teachers were interviewed to identify their challenges when implementing reading strategies into their content curriculum. Thematic analysis was used to identify themes that emerged from the interviews. While identifying perceived challenges, teachers can begin to address their needs, enhancing pedagogy and student success. [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.]