This phenomenological study sought to examine the lived experiences of Pennsylvania school leaders in elementary or middle schools with an economically disadvantaged student population of 50% or greater and English Language Arts proficiency exceeding 60% as measured by the 2021-2022 Pennsylvania System of School Assessment. Across the Commonwealth of Pennsylvania, 62 schools met the established study standard. The final study included data collected from semi-structured interviews with 13 school leaders representing 15 of the possible 62 sites meeting the established delimiting criteria. The significant findings of this study included the role of school leaders in promoting instruction aligned with the science of reading research, the importance of allocating resources necessary to support economically disadvantaged learners with additional interventions, the use of data to drive instructional decisions, the selection of research-based curricular materials, supporting professional development, and promoting a mindset of service to students focused on proactively addressing challenges imposed by financial poverty. The findings of this study contributed to models of practice and leadership emphasizing elements to inform the efforts of school administrators. [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.]