The intent of this qualitative case study was to take an in-depth look at the perceived benefit or lack thereof of a programmed reading curriculum for students with moderate cognitive disabilities within a Title 1 inner-city school. The rationale for the study was that students with moderate cognitive disabilities have difficulties learning to read; many of them have only been taught with sight word curriculum; and the federal bill No Child Left Behind mandates all children must read proficiently by 2014 (Kim & Sunderman, 2005). The research question for this study was "How does the use of a programmed reading curriculum as a reading intervention benefit students with moderate cognitive disabilities in a southern United States inner-city Title 1 school?" The Sullivan Programmed Readers were published in the 1960s and 1970s. They were documented by scientific research from that period and had been implemented and researched since, in various settings. With three students, the actions of two instructors, data collection through observations, field notes, and a culminating teacher questionnaire, the study offers insights to a variety of educational stakeholders about a programmed reading curriculum for students with moderate cognitive disabilities. The stakeholders include pre-service general and special education teachers, special education administrators, parents, college professors, and researchers. The student participants were recruited from a Title 1 elementary school in an inner city. They were in the first, second, and third grades and were reading much lower than their grade levels. Nominating teachers were teachers of general and inclusive special education students. The intervention teachers were first-grade teachers with special education experience. The codes from the observations, field notes, interviews, curriculum tests, and writings were analyzed and triangulated to find themes from the study results using a word repetition technique. The technique revealed growth in the reading skills of each student in the five areas of reading; teacher perceived needs for supplemental materials, support and training; and teacher-made suggestions for strengthening the intervention. These themes led to extended areas that indicated how to use the programmed reading curriculum by providing professional development opportunities, increasing administrative support with teaching materials, student reading recognition, and encouraging future research. Four appendices are included. [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.]