The purpose of this qualitative case study was to explore how K-2 teachers perceive the effectiveness of multi-sensory phonics methods used in conjunction with a standards-based reading curriculum on students' reading acquisition skills, students' decoding abilities, and student engagement in an inclusive classroom at a public charter school in central Florida. Acquisition of early literacy skills is necessary for elementary students to build a foundation for reading. Teachers have expressed concerns about the number of students that are reading below grade level. Researchers have indicated that approximately one-third of students in the primary grades are lacking early reading skills. This qualitative case study filled a gap in the literature regarding the perceptions of elementary school teachers integrating a multi-sensory phonics instruction method in conjunction with a standard elementary reading program. Five overarching themes emerged from the data: (a) the OG method is an effective strategy to use in an inclusive classroom, (b) multi-sensory phonics methods used in conjunction with a standards-based reading curriculum positively effects students' reading acquisition skills, (c) multi-sensory phonics methods used in conjunction with a standards-based reading curriculum improves students' decoding abilities, (d) multi-sensory phonics methods increases student engagement, and (e) the OG lessons did not align with the standards-based reading curriculum in Kindergarten. The study findings found that the sample agreed that the OG method had a positive effect when delivered in conjunction with a standards-based reading curriculum. The implications of this study include that using a multi-sensory phonics method can enhance literacy skills resulting in improvement in students' academic performance and confidence and the addition of multi-sensory phonics methods are effective in an inclusive environment. [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.]