Students have the right to learn to read as part of their free, appropriate, public education. Yet current assessment data reveal that a substantial number of students in American public-schools are not able to read at a proficient level. If we desire improved student outcomes in reading, we must work for improved instruction in foundational reading skills with targeted professional development and evidence-based curricula. The purpose of this photovoice study was to understand the attitudes and experiences of teachers implementing "UFLI Foundations"--an explicit, systematic, and evidence-based reading curriculum--as core Tier 1 instruction in kindergarten, first, and second grade. Understanding the experiences of educators implementing this instruction can ensure all voices are heard. This study was context specific and occurred with teacher and student participants within the research-practitioner's own school. I sought to explore what the "UFLI Foundations" phonics program looked like in early elementary classrooms, what teachers' attitudes and experiences were with its implementation, and teachers' perceptions of the program in relation to the school's MTSS framework and Tier 1 instruction. Findings are the result of analysis of multiple data sources used in the photovoice process including focus group transcripts, a semi-structured interview with district leader, photographs, documents, and the reflective researcher's journal. Participants portrayed "UFLI Foundations" as an effective educative program with the potential to improve foundational skills that transfer to all content areas and to reduce the numbers of students needing more intensive reading intervention. Teachers' attitudes influenced teacher buy-in. Teachers felt frustrated and challenged, thus their initial adherence to the curriculum was hindered. However, peer observation, conversation, and collaboration supported teachers' eventual comfort with the new curriculum. The method of photovoice captured images of materials, procedures, and organization needed for the program to succeed. Results reveal that stakeholders wish for continued implementation while agreeing that additional support in collaborative planning, learning communities, and coaching may prove beneficial. These findings will add to the school district's understanding of initial implementation and could inform district and/or school level decision-making as it relates to supports provided to teachers in its second year of implementation. [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.]