Sub-proficient reading affects students' academic achievement and has impacts beyond the classroom. Use of online reading programs to support reading skills has been demonstrated, yet little research related to middle school students and the barriers they face exists. The problem addressed in this study is 66% of U.S. middle school students read below the defined level of proficiency and many face barriers to utilizing supplemental tools such as online reading programs outside of school to support their ongoing reading development. The purpose of this qualitative descriptive study was to examine, from the perspective of guardians, the external barriers middle school sub-proficient readers experience to using supplemental online reading programs outside of the school setting to support their ongoing reading development. The theory of first- and second-order barriers to technology integration, the unified theory of acceptance, and the use of technology serve as the theoretical framework. For this study, guardians of sub-proficient middle school readers were the population. A final sample size of 10 participants was interviewed. Data were gathered during virtual interviews, recordings were transcribed, uploaded to Quirkos software, analyzed, then color coded and assigned to codes. Four overarching themes and findings emerged including guardians want to be more involved, to support their children, they need more information, barriers hinder the ability for students to focus on homework and using online reading skills, and student effort is contingent on developing self-regulation skills. Recommendations for practice resulting from the implications included that schools must provide information to help guardians create conducive learning environments at home. Additionally, as students lack self-regulation skills to deal with distractions at home, schools need to help students develop this essential skill. Providing supports to guardians and students can help to lessen barriers that hinder using online reading programs at home. [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.]