The research design for this study was grounded in descriptive research to explore participants' experiences and perceptions of using evidence-based reading strategies to motivate, engage, and advance student learning in the primary grades. Primary teachers' strategies show encouraging impacts on students' learning, specifically in reading, through the support that students receive in the classroom. This mixed-methods study utilized questionnaires and interviews with Kindergarten through Grade 3 reading teachers to describe their lived experiences, perceptions, and thoughts of administering specific evidence-based reading strategies in their classroom to promote students' motivation, engagement, and academic advancement. The findings indicated that, as the grade that teachers were currently teaching increased, the frequency of using evidence-based reading strategies in the classroom decreased. There was a perceived lack of allotted classroom time for implementation of strategies and relevant professional development for primary teachers. Implications for future research are discussed. [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.]