A qualitative case study explored teachers' perceptions and beliefs about a mandated literacy instruction program at a mid-western rural middle school. This study used the implementation of a mandated reading and writing program as a basis for learning how programs can be sustainable and provide teachers with self-efficacy. This study used semi-structured interviews to gather data and develop themes from responses provided by the participants, the English Language Arts faculty. The findings suggested that teachers found value in the mandated program but desired more flexibility with the program, additional professional development, and more teacher input into the design and implantation of the program. Additionally, this study increased the knowledge base of research on how teachers perceive effective literacy instruction to middle-level students and what teachers believe about literacy instructions' effect on students' futures. [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.]