Literacy researchers have found that using evidence-based intervention strategies with students receiving response to intervention Tier 2 services impacted the support they receive. The problem was that researchers had not examined how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive strategies to support Black students receiving Tier 2 services. This basic qualitative study aimed to understand how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive strategies to support Black students receiving Tier 2 services. Bartlett's schema theory was the framework used in the study. The study used a basic qualitative approach. Data analysis was thematic coding of 10 reading intervention teachers' open-ended, semistructured interview questions. Findings suggested district resources guided the decision-making and implementation of reading strategies for Black students receiving Tier 2 services. Findings also purport no consideration of culture when deciding how to use effective evidence-based reading strategies. At the same time, teachers did not receive professional development to support them in this process. The implications for positive social change address the disparities between races and achievement and may help close the achievement gap and impact high school graduation rates. [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.]