As the number of English Learners in United States classrooms continues to increase, understanding how to best instruct these learners in reading acquisition is important. This study used a mixed-methods, casual-comparative research design to examine the differences in teacher perceptions between those who used a phonics-based approach to reading instruction, those who used a balanced literacy approach to reading instruction, and those who use other instructional reading approaches. The differences in perceptions between primary and secondary school teachers were also investigated. Findings suggested that there are some differences in perceptions between teachers who teach reading instruction using different approaches as well as differences between the perceptions school level teachers. [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.]