An alarming percentage of middle and high school students find themselves unable to read their textbooks at grade level proficiency; lacking the necessary skills to access and process information, and read critically. The Common Core State Standards require students to apply reading strategies across the curriculum, therefore requiring teachers to be knowledgeable in the process of teaching reading alongside content. Content area teachers now need to assume responsibility for teaching reading and content, literacy practices many may not be prepared for. Content area teachers may feel overwhelmed by this curricular shift, therefore facing many challenges when attempting to implement reading strategies into their specific disciplines. The purpose of this study was to identify what perceived challenges content area teachers face when integrating reading strategies into their instructional plans. A qualitative, single case design was chosen as the most effective method of examining the phenomenon with the intent to bring about an understanding of the challenges that teachers perceive when integrating reading strategies into content area reading. Eight content area teachers in mathematics and social studies in grades five, six, seven and eight were interviewed to identify what challenges teachers perceive when integrating reading into their content. Through thematic analysis, themes were identified as they related to the focus of the study. By identifying the perceived challenges teachers face solutions may become evident, providing an opportunity for administrators, support staff and faculty to begin the process of addressing these challenges which in turn may enhance pedagogy and student academic success. Further study recommendation is to expand the investigation to include multiple sites, studying the same phenomenon. [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.]