This study used a phenomenological investigation to examine leaders' perceptions of the implementation and impact of reading intervention programs. This study aimed to gain new insight into implementation challenges and effectiveness of reading intervention in Title I schools and add to the literature about the impact of said interventions from the lens of school leaders. Reading comprehension is a critical skill with significant implications for students' educational and life trajectories if they are not proficient at reading by the end of the third grade. Furthermore, this study was supported by theoretical frameworks, including Sense-making Theory and Self Efficacy Theory, to aid in analyzing participant perceptions and experiences. As a result of this study, six significant themes and nine sub-themes emerged, including the use of reading intervention programs, issues that impact implementation fidelity (Consistency and Teacher capacity), General observations of reading intervention programs, and Leader sensemaking (Intentionality and Disconnect between campus and district leadership), Reading intervention strategies and methods (Understanding what reading comprehension entails and Perceptions of effective strategies), Impact on Student Achievement (Perceived Student Challenges, Perceptions of intervention program impact on students, and Impact on student self-efficacy). In order to convey the entirety of their educational experiences, survey participants were candid about the variables they believed to be important. The participants' stories provided a deeper context of the nuances of leader agency, educator capacity, systems, and resources needed to implement reading intervention programs with fidelity effectively. This information catalyzes future inquiry into additional nuances that affect elementary students' reading achievement at Title I campuses. [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.]