The students with learning disabilities at a school in the Southeastern United States were not meeting the academic targets on the reading assessment set by the state Department of Education. Moreover, most new standards-based reform initiatives require that students with learning disabilities meet local and state competency requirements. Therefore, effective instructional practices for teaching reading in inclusive settings are crucial for ensuring the students' success with learning disabilities. The problem addressed in this study is that students are struggling to learn to read. The purpose of this qualitative study is to examine special education teachers' perceptions of why students were struggling to learn to read. The constructivist framework, the theory of learning, and the instructional process were used in this study. Teachers' perceptions of why special education students were struggling to learn to read were examined. Convenience sampling was used to gather participants for the study. The data for the study were collected using semistructured individual interviews with 12 teachers who supported reading to students with learning disabilities. After each participant's session, the data was transcribed, reviewed, and organized. The next analysis step was to code the data for the themes, concepts, and frequency of similar responses to answer the research question to identify possible patterns or relationships in the data. The findings showed special education teachers feel underprepared to adequately instruct due to a lack of specified special education instructional training, curriculum, support, resources, and materials. The resulting project included a 3-day professional development (PD) training program to enhance teachers' reading instructional practices and locate special education resources and materials. [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.]