Reading researchers have suggested that teachers struggle with implementing differentiated instruction (DI) in the reading classroom; however, researchers have found that differentiation improves student reading achievement. The purpose of this basic qualitative study was to examine reading teachers' perceptions of implementing DI in the reading classroom and the support needed for the improved use of DI. The conceptual framework supporting this study comprised Tomlinson's DI model and Vygotsky's social learning theory. The research questions focused on the reading teachers' perceptions of using DI and the support needed for the improved use of DI. Semistructured interviews were used to gather the perceptions of 10 reading teachers. Emergent themes were identified through open coding and analysis, and the trustworthiness of the findings was addressed through member checking and thick descriptions. The results showed that teachers believe that: (a) DI has positive student benefits despite implementation challenges, (b) the driving force of DI is through a whole child approach, (c) a clear vision for DI with additional personnel would improve the use of DI, (d) targeted DI training is needed to improve the use of DI, and (e) prioritizing time within the instructional day to implement DI and planning time to develop detailed lesson plans focused on students' needs would improve DI implementation. This study may contribute to positive social change by encouraging administrators to provide targeted professional development opportunities to assist elementary reading teachers in planning reading instruction that effectively improves student reading achievement. [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.]