This study focused on the relationships between educator reading fluency constructs, reading fluency instruction and oral reading fluency assessment. Survey responses from sixty-six elementary educators in rural and urban north Georgia were analyzed to reach an understanding of why educators are likely to equate reading fluency with reading fast (Rasinski, 2009) and focus reading fluency instruction on raising reading rates (Manzo, 2005). The mixed-methods survey analysis informed a grounded theory describing the relationships between factors related to educator misunderstanding. The mixed-methods analyses of survey responses indicated educator reading fluency constructs may or may not be related to reading fluency instruction and interpretation of oral reading fluency assessment scores. Similarly, findings suggested that oral reading fluency assessment use may or may not be related to educator reading fluency constructs, reading fluency instruction and interpretation of oral reading fluency assessment scores. Although a single source for educator misunderstanding was not isolated, the significant role of misinterpretation of oral reading fluency assessment scores and misunderstandings about the intended purposes of reading fluency instruction was demonstrated. Evidence suggested the need to clarify the intended use of oral reading fluency assessment scores with educators and administrators to guide appropriate instructional decision-making. [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.]