The purpose of this qualitative descriptive study explores how teachers described their perceptions within a mandated reading program, as the program supported reading comprehension skills for students in second, third, and fourth grade at three public elementary schools in Upstate New York. The theoretical foundation of this study was established on the social-constructivist theory in answering the following questions on, how do teachers describe their perceptions within a mandated reading program as the program supports reading comprehension skills for students in the second, third, and fourth grades. And how do teachers describe the reading program when differentiating their instruction to meet individual student needs. A purposive sample of 10 teachers from second, third, and fourth grades from a population of 71 teachers were selected who have completed the mandated reading program training and who have utilized the reading program in their classroom for more than 3 years. Four themes were materialized which were mandated reading program, follow-up training opportunities, differentiation instruction, and the reading program addressing students' reading needs. The study concludes that teachers' perspectives were relevant to the success of the reading program, which were advantageous to the school district since the participants' perspectives were positive about the reading program. [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.]