Rural, middle schools in North Carolina have struggled with the Students with Disabilities subgroup in making Adequate Yearly Progress (AYP) in reading since No Child Left Behind (NCLB) was passed. Consequences could be dire for a school and principal with a subgroup of these children who were unable to show growth each year toward total proficiency in reading by 2014. School children have been given the choice to attend other schools in the district and as a result whole school staff could replaced. This study sought solutions in a reading program and strategies that could help the students with specific learning disabilities (SLD) become proficient at grade level reading. A survey instrument was given to Exceptional Children's (EC) directors, principals, and EC teachers and a focus group discussion was conducted with EC teachers in seven rural school systems in North Carolina who had been successful with making AYP for five years, 2005-2009. Results indicated that one particular reading program or strategy did make a difference, Direct Instruction. Data from the focus group discussion further indicated that these schools were using multiple reading programs and strategies plus quality staff development, whole school reform, creative scheduling, and a supportive principal to make the difference with the children identified as SLD, in the Students with Disabilities subgroup, as they strove for proficiency. [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.]