Teachers must devote significant time to making the instructional decisions necessary to effectively plan and prepare small group lessons. Although small group instruction has attracted the attention of researchers, there is a lack of understanding in the effective implementation of reading interventions to support struggling readers. The purpose of this basic qualitative study was to describe how second-grade teachers make instructional decisions to plan and implement small group reading interventions for struggling readers. The study's conceptual framework included Bandura's social-cognitive theory and was supported by Pearson and Gallagher's gradual release of responsibility instructional framework. The framework helped describe how second-grade teachers make instructional decisions to plan and implement small group interventions to support struggling readers. Semistructured interviews were conducted with eight second-grade teachers who plan and implement small group reading interventions for struggling readers in their classes. Data were analyzed using a deductive thematic coding process, resulting in multiple emergent themes: the benefits and challenges of small group instruction, that teachers differentiate instruction in a variety of ways, and teachers seek out training and resources to meet student needs. It is recommended that teachers be encouraged and empowered to utilize their experience, knowledge, and expertise when implementing small group interventions. This study may contribute to positive social change by providing teachers with a greater awareness of how to plan and implement small group reading instruction, ultimately improving student academic outcomes. [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.]