There is an interconnected issue of lack of student achievement in reading and professional training around reading for teachers. This study sought to understand if self-reflective professional development in the area of the science of reading improves teacher confidence in teaching reading. The participants of the Cycle 1 process consisted of K-2 teachers and the data collected focused on teacher understanding and knowledge of the science of reading, amount of training they had received in the area of the science of reading, and their beliefs around professional development. In the Cycle 2 process, action steps were developed, implemented, and evaluated to facilitate self-reflective professional learning opportunities for K-2 teachers around structured literacy. Teachers collaborated with an instructional coach to develop individualized professional learning pathways around the Pennsylvania Department of Education's Structured Literacy Competencies. The instructional coach completed two coaching cycles around the teacher's chosen Structured Literacy Competency and consisted of either co-planning, modeling, knowledge building, resource connection, or any combination of these methods. The professional learning pathway coaching cycles were evaluated through pre and post coaching surveys, a focus group, and an interview. The study concluded that many teachers enter the field with limited knowledge of the science of reading, collaboration with an instructional coach increases teacher growth and confidence in the science of reading, and teachers prefer professional learning experiences with an instructional coach that are individualized. Recommendations for the organization are that the district should offer individualized and ongoing professional development that prioritizes instructional coaching, the instructional coaching model should incorporate learning pathways that provide a clear focus to guide coaching interactions, and to be cautious to not take on a limited approach to literacy instruction under this current discourse around the science of reading. [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.]