Literacy is a gateway to opportunity. In the United States of America, 79% of adults have adequate to proficient literacy skills that provide access to various career and life opportunities in society. However, 21% of Americans are illiterate. Upon further analysis of the literacy statistics in the United States, the data demonstrates there is a significant literacy gap between African Americans and their white peers (National Center for Education Statistics, 2019). Two common factors within a school system that lead to literacy outcomes for African American male students are educators' knowledge of reading science, and their application of evidence-based practices that promote students' interest, motivation and use of comprehension during social studies literacy instruction. For educators who are in the field, teacher knowledge is derived from professional development and coaching. This dissertation of practice aims to explore the impact of building teacher knowledge and capacity of reading comprehension science and the role interest and motivation plays for African American male students. The mixed methods analysis from survey and interview responses from both teachers and students demonstrates that the professional development intervention supports teacher knowledge and capacity building through critical reflection, collaborative shared learning and coaching opportunities. The outcomes from teachers' experiences with professional development and coaching that promotes student interest, motivation and use of comprehension strategies yielded enhanced literacy experiences for African American male 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.]