This study investigates the perceptions, experiences, and recommendations of literacy professionals in the field of secondary reading intervention and working with striving readers. It identified four themes which characterize their experiences with striving readers. This study developed these themes using semi-structured interviews. The themes included having unique needs, a lack of reader identity, disengagement with the system of school, and the impact of home. The themes found in this portion of the align with the similar themes described by Merga (2011) which are stated as "literacy skill gaps and English as an additional language status, absenteeism, home factors, student attitudes and engagement, school, and systems factors, and learning difficulties and disabilities influencing learning" (p. 391). The professionals in this study provided categories where many of Merga's factors may reside and provided commentary which speaks to their experiences working with striving readers in a variety of school settings and the knowledge they have gleaned because of those experiences. The literacy professionals in this study participated in a focus group after the conclusion of their individual interviews. This focus group aimed to harness group synergy between professionals with extensive by varied experiences in reading intervention to recommend vital aspects of curriculum for these courses in schools. The literacy professionals characterized the needs of striving readers in a secondary intervention classroom as a systematic and targeted approach to meeting individual needs, a focus on reader self-perception and identity, and a safe classroom culture that supports motivation and engagement. All participants cited the last need as the most vital, when asked to prioritize the needs from most to least urgent. In addition to the most important needs of striving readers as a lens through which to build a secondary reading intervention curriculum, the professionals in this study gave recommendations for the content of these courses. They recommended building schema and vocabulary to make texts more accessible, teaching of reading strategies for comprehension of literacy across disciplines, time, opportunities, and support for reading independently, and a qualified practitioner with knowledge of reading and the ability to inspire, motivate, and provide safety for students to make mistakes. This study concludes with opportunities for future study as well as considerations. While this study addresses questions of "why", there needs to be future studies done that explore the "how" of these elements, as we know that teachers must operationalize their experiences and understanding of pedagogy into what Clandidin (1985) describes as personal practical knowledge. The vision of this work is that it contributes valuable insight as well as actionable experiences into the lives of striving readers and the literacy professionals who support them. [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.]