In an urban school district in a southwestern state, the problem investigated was that elementary educators are struggling to support the reading needs of Grade 3 through Grade 6 students from families having limited access to economic resources. Students with higher socioeconomic status (SES) outperform students with low SES backgrounds. Students with proficient reading skills demonstrate higher overall academic performance and more post-secondary opportunities. The purpose of this basic qualitative study was to investigate educators' perspectives of why current reading interventions have not been successful for Grade 3 through Grade 6 students at the target site. Using Bandura's social learning theory, this study aimed to investigate educators' perspectives of the implementation of reading interventions for Grade 3 through Grade 6 students from families having limited access to economic resources in the target district. Data were collected via semistructured interviews from 10 participants who met the criteria of having experience as a reading teacher and in delivering reading interventions to Grade 3 through Grade 6 students. Data analysis included using a priori and open coding to identify codes, categories and themes. Themes emerged on (a) professional development (PD), (b) foundational reading skills, and (c) assessment-driven reading interventions. Findings indicated the need for reading PD and interventions based on assessment data. The resultant PD project contributes to social change by developing educators' skills to implement reading interventions resulting in improved student reading performance. [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.]