This qualitative case study explored reading comprehension and vocabulary skills and strategies used by middle school teachers in grades 6-8. Theoretical foundations for the research revolved around constructivism, social constructivism, and adolescent literacy theory. Prior research showed that students in grades 3-8 were performing at proficiency levels under 40% in both New York and Illinois (Illinois State Board of Education, n.d.; Robertson et al., 2014), which demonstrated the need for improvements in the areas of reading comprehension and vocabulary. Most prior research was conducted in elementary or high schools, but these middle grades were underrepresented. This study provided data from 10 one-on-one interviews with full-time general education or special education teachers of English language arts, math, science, or social studies. One focus group was also conducted with four participants from the initial group. All interviews and the focus group were conducted virtually using Zoom. Six research questions guided the study to examine the successful reading comprehension and vocabulary strategies that content area literacy (English language arts) and disciplinary literacy (e.g., math, science) teachers use for their struggling readers. Further, this study examined the barriers content area and disciplinary literacy teachers have in helping struggling readers. Findings from this study include implications for classroom practice as well as suggestions for overcoming barriers within the classroom. [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.]