The purpose of this study was to determine how teachers in an urban school district implemented Comprehensive Literacy Improvement Program (CLIP) and balanced literacy framework in second through fifth grade classrooms by exploring the evidence of implementation of guided reading strategies. Instructional delivery, training methodology, phonemic awareness, fluency, and guided reading were also examined in this study. Fifteen reading teachers completed a pre-survey and were observed. Quantitative data from pre-surveys and observations were analyzed through descriptive statistics. Four open-ended survey questions and teachers' summative were analyzed qualitatively. Findings show the majority of teachers had an acceptable understanding of balanced literacy. There were differences among teachers' instruction on literacy components and structures across classrooms. Weak correlations among self-reported and observed practices were found. [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.]