Despite years of educational reform, many students do not perform on grade level, and all graduates are not prepared to succeed in college. As a result, there has been a renewed interest in personalized learning. This qualitative case study explored the thinking and decision-making processes of teachers who implement personalized learning for students and whose students have been documented to show higher academic achievement, compared with their peers, in reading. The purpose of the research was to explore the decision-making process of selected teachers in creating personalized learning opportunities that promote student achievement. Concepts from the Bandura social cognitive theory of learning provided the theoretical framework for the investigation into how the teacher designs instruction that individualizes learning. Through intensive observation and interview, the inquiry sought to discover the answers to the following questions: (1) How do teachers integrate personalized learning into their overall vision for instruction? (2) How do teachers create approaches to personalized learning opportunities for their students? (3) How do teachers design work spaces for personalized learning? The research may identify characteristics of the thinking of teachers of high-performing classrooms that may be replicated by other teachers when implementing personalized learning pathways leading to improved academic outcomes in reading for students. [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.]