This study applies Clark and Estes's (2008) gap analysis model to understand how a state education agency's decision making, during reform policy implementation, impacts the success of the initiative. Specifically, the purpose of this study was to assess the effect of the Texas Education Agency's (TEA) decision making, during the policy design and implementation of the House Bill 3 (HB3) reading academies, to identify strengths and areas of growth for continuous improvement, as perceived by cohort leaders, third-party contractors tasked with implementing the initiative. Clark and Estes's gap analysis model was used to create a semistructured interview protocol. Ten cohort leaders who implemented the HB3 reading academies during the first year of the initiative were interviewed. Findings from this study indicate TEA decision making related to organizational structure supports negatively influenced cohort leader knowledge and motivation related to their role as program implementers; however, cohort leaders could overcome this influence by leveraging personal relationships and internal motivation to serve their wider community. This study brings awareness to the role of state education agencies as the designers and lead implementers of reform policy, an area where there is a current gap in research. [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.]