Student learning is substantially impacted by the choice of curriculum, and a significant predictor of achievement gain is the level of implementation. The purpose of this qualitative instrumental case study was to explore implementation experiences of primary and middle school teachers of English Language Arts (ELAR) curriculum at a rural school district in southeast Texas. Nine teachers, all certified in ELAR, averaging 6.5 years of teaching experience, participated in the study. A guided interview protocol was used in private, recorded, virtual meetings to explore processes and barriers to implementation. Anonymity was assured through use of pseudonyms. From the transcriptions of collective interviews, themes emerged. Using the theoretical framework of the Effective Schools (ESF) framework, particularly Lever 4, findings centered around themes of preparation, alignment, time, technology, consistency, and focus on students. Findings suggest that ESF Lever 4 has not been fully engaged. Teachers of English Language Arts curriculum in the district may benefit from the study, as will other teachers and support staff, administrators, and more importantly, students. By giving teachers the tools, time, and professional development needed to learn and understand the standards, the instructional material, and effective engagement strategies, as well as providing on-demand technology for students in the classroom, teachers will be more effective and efficient at teaching and reaching students. [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.]