The manner in which school leaders and teachers respond to students at risk for reading failure impacts whether grade-level expectations are met. The study filled a gap in research which called for school districts to take a serious look at Response to Intervention (RTI) practices to understand how and why certain factors impact teachers' decisions to implement reading interventions with consistency to students at risk for academic failure. The purpose of the phenomenological study was to identify commonly perceived factors which impact K--2 teachers' motivation to consistently implement reading interventions for students at risk for reading failure. The self-determination theory of motivation and transformational leadership served as the theoretical foundation for the research. A sample of 15 K-2 teachers was purposively selected to participate in the study. Participants engaged in semi-structured interviews, which were transcribed and coded utilizing ATLAS.ti 8 to answer the study's research questions to identify the teachers' perceptions about RTI and to determine how the perceptions about RTI and school administrators impacted motivation and preparation to consistently implement reading interventions. Findings from the study identified the overarching themes of preparedness, resources, and support were guiding factors which impacted whether reading interventions were implemented with consistency. Educational leaders and stakeholders would benefit from the research. The lack of professional development, adequate resources, and administrative support, if left unchanged, may continue to leave teachers feeling overwhelmed and frustrated, which decreases motivation to implement reading interventions and prevents students at risk for reading failure from making adequate progress. [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.]