Sixty-eight percent of fourth-grade public school students in the United States performed below the National Assessment of Educational Progress proficient level on the 2022 reading assessment, yet Massachusetts fourth-grade students demonstrated better reading outcomes. The problem addressed through this study was a lack of knowledge regarding the practices used by third- and fourth-grade teachers that they perceive to improve reading proficiency in Massachusetts elementary students. The purpose of this basic qualitative study was to describe the practices perceived by third- and fourth-grade teachers to improve the reading proficiency of Massachusetts elementary students. Vygotsky's sociocultural theory framed the study because it helped to understand how learning develops. Semistructured interviews were used to gather the perceptions of eight teachers who volunteered to participate across Massachusetts where students were demonstrating reading proficiency. Themes were identified through thematic analysis using open and axial coding. The results showed that (a) teachers believe the culture and the environment of the school and classrooms are important contributors to reading success, (b) teachers report an institutional focus on collaboration and reflection, (c) teachers need a depth of understanding of curriculum and state standards, (d) assessment focuses on improving student learning, and (e) instruction must be purposeful and multifaceted. Findings may be used to improve reading instruction, increase reading proficiency, and promote academic success and career opportunities for elementary students in schools across the United States. [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.]