This study explored how an elementary reading teacher navigates the complex role of literacy instruction in public schools. Data was gathered through observation, semi-structured interviews, and document collection and analysis. Observation notes, transcripts, lesson plans, and schedules were analyzed using In Vivo, Values, and Descriptive coding. Case study design was used to identify a complex combination of factors related to how a reading teacher navigates her role. Five themes emerged including: 1) an exceptional and comprehensive educational background, 2) personal traits of warmth and drive, 3) student-focused approach, 4) scientifically-based philosophy, knowledge, and skills related to teaching reading, and 5) a supportive district and school context. The findings from this study lead to recommendations for the practice of college and university instructors who prepare future reading teachers and for future research. This study particularly demonstrates the importance of properly preparing teachers for the complex task of teaching reading beyond supplying content knowledge. Recommendations for those who prepare or oversee teachers include: 1) infuse teacher education programs with scientific research and critical thinking activities, 2) include coursework on dyslexia and neurology, 3) cultivate a student-focused approach in preparation programs and in schools, 4) empower teachers to be leaders in their schools and districts, and 5) explore how unions can help or hurt teachers who are driven to improve their schools. Keywords: reading teacher, reading specialist, dyslexia, teacher preparation, teacher development, scientifically based reading 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.]