This qualitative exploratory case study focused on seventh and eighth grade teachers and a school principal's opinions and experiences to better understand why students' reading performances were failing in one public charter school in New Jersey and to provide solutions and recommendations for enhancing students' reading performance. Four teachers and one principal participated in this study. Semi-structured interview questions were developed to support two research questions. Students reading scores were reviewed to learn more about the failing grades in this school. From the analysis conducted on the data collected from the teachers and principal, one theme and two subthemes emerged in support of RQ1 and one theme and one subtheme emerged in support of RQ2. Two overarching themes emerged from the similarities between the teachers' and principals' responses. The findings revealed teachers must be better prepared and use strategies to engage and motivate students to read. In addition, schools must develop professional learning communities among teachers to enhance teachers' leadership skills. Recommendations to leaders and practitioners included community involvement for teachers, principals, and parents to meet regularly to discuss how they can help students learn to read and comprehend what they are reading. The use of technology in schools and homes will engage students in a fun and learning way. Communities must find ways to provide computers and access to programs such as "I ready" to families who are struggling financially. Programs such as "I ready" have proven to encourage and engage students to read. [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.]