This dissertation explored teachers' perceptions of achieving grade-level foundational reading literacy skills. Despite the recognized significance of reading literacy, many students struggled to attain proficiency, prompting an investigation into teachers' perspectives. The study adopted a mixed-methods research design, with PreK-Middle School Teachers as participants. Data collection instruments included a researcher-developed survey and a focus group session. The focus group session was recorded, transcribed, and analyzed using thematic analysis. The research aimed to provide insights into effective teaching strategies for reading literacy, as perceived by these selected teachers, and the challenges they encountered. It also examined the perceived role of educational leaders and resources in literacy instruction. Among the major findings of this study include: (1) third to fifth grade teachers scored higher in the current use of all literacy strategies except in the use of motivation; (2) third to fifth grade teachers scored high on most effective use of literacy strategies in all strategies except comprehension; (3) themes about "challenges" that emerged included ESL students, teacher qualifications, and administrator barriers; (4) themes that emerged about "the role of school leadership" included support, communication, and teamwork; and; (5) themes that emerged about "improving the teaching of foundational reading literacy skills" included relating to the students, comprehension, phonics, and early identification of at-risk students. These findings will enhance understanding of literacy education, inform teaching practices, and influence strategies for literacy policy planning. [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.]