This qualitative phenomenological dissertation in practice explored teacher perspectives of the Texas Reading Academies required by the state of Texas. Students at an elementary school in Texas were performing below grade level expectations in reading. Although teachers were required to complete the Texas Reading Academies, based on the data collected in the study, some teachers were not applying the science of reading strategies taught through the reading academies. This study was conducted in two stages. In the first stage, all teachers who had completed the Texas Reading Academies were invited to participate in a digital survey. Responses from the digital survey were analyzed and focus groups were formed for stage two of the study. The second stage of the study comprised three focus group interviews to gather a deeper understanding of the perceptions of the teachers on campus about the Texas Reading Academies. Findings from this study suggest that teachers on campus did not find the reading academies effective due to the time the modules took to complete. Teachers also shared concerns about the inability to effectively teach phonics to their students with the current curriculum. Some recommendations made for improving student success in reading were the addition of a supplemental phonics program, adding time to the master schedule for the additional phonics instruction, and creating a reference resource for teachers to find science of reading strategies to use with their students. [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.]