The number of students who experience reading difficulties continues to rise. Reading intervention programs effectively improve reading skills for students with reading disabilities or who struggle with reading. However, most teachers who implement reading intervention programs have not been properly trained to do so. The problem addressed in this study was teachers' lack of preparedness and support to implement reading intervention programs for students in kindergarten through grade three. Although reading intervention programs have proven to be an effective tool for student reading success, there has been little research conducted to explore the perceptions of reading interventionists and special education teachers' experiences, training, and support that they receive to implement these interventions. The purpose of this qualitative case study was to explore elementary educators' perceptions of the training and administrative support they receive as they implement reading intervention programs for struggling readers in kindergarten through grade 3. Using the Consolidated Framework for Implementation Research (CFIR), data were gathered from four reading interventionists and six special education teachers and included semi-structured interviews, direct observations of reading intervention sessions, and fieldnotes. Thematic analysis resulted in five themes and several subthemes: time constraints (program fidelity), types of reading intervention programs (one program does not fit all), professional development (definition of a struggling reader and the use of multisensory activities), perceptions of building level support, and the lack of school district support, which all addressed the study's research questions. Implementation of reading intervention programs using the CFIR as a means of evaluating program implementation is a valuable tool for teachers and administrators. Recommendations for future research include the investigation of administrative support for reading intervention implementation by adding administrators to the target population to obtain additional data. [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.]