The purpose of this mixed methods study was to examine the impact that a teacher-guided library selection program had on overall reading scores and how this program may or may not promote reading improvement of fourth-grade students at a small suburban school in western New York. Forty fourth graders were used as the sample population, which was separated into two groups. The treatment group consisted of 20 students who received the teacher-guided library selection program and the other group of 20 fourth graders practiced traditional sustained silent reading practices. Historical data were collected using the students' New York State English Language Arts scores, running record scores, and levels of library book choice, and an independent reading survey was administered to view students' self-efficacy awareness. Three research questions and a null hypothesis were tested using t tests and cross-tabulations to analyze and illustrate the findings. The analyses allowed rejection of the null hypothesis. There was statistical significance that demonstrated students who were in the teacher-guided library selection program showed a higher sense of self-efficacy and running record scores than those students who were not guided during their library time to choose appropriate books for sustained silent reading. Educators continue to debate the merits of silent recreational reading, argue over which program guidelines are most effective, struggle with how to engage all students at all times during these periods, and how to decipher the conflicting research and literature surrounding sustained silent reading. It was hoped that this study would help demystify what effective sustained silent reading encompasses and would encourage teachers to recognize its effectiveness. [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.]