Data-driven instruction centers around measuring student learning and determining the actions needed to improve student learning (Bambrick-Santoyo, 2019). This qualitative case study explored teachers' experiences at a single research site surrounding data-driven instruction. Classroom instruction responsive to student performance data is a focus and expectation at the research site. It is not known how or if teachers are applying data inferences to meet the needs of students. This study aimed to discover the data-driven teaching behaviors happening at the school. An aim of this research was to develop initiatives that improve the data-driven instructional practices of teachers at the school. Qualitative research was used in this study because the study was an investigation of data-driven instruction from the participant's point of view. Instrumentation included an online survey and face-to-face interviews with open-ended questions. The framework for the study is based on the data-driven instruction work of Bambrick-Santoyo and the social learning theories of Bandura. The study site was a neighborhood elementary school serving students in preschool (three-year-old kindergarten) through fifth grade from under-resourced areas of the city. The site is one of four campuses in a network of schools across South Carolina. Key findings revealed that not all teachers at the school understood the data to instruction connection. Effort was being made to complete the analysis portion of the data-driven instruction cycle. However, the lack of skill and knowledge hindered progress toward acting on the data. Four themes emerged from the data: Data Expectation - Explicit expectations were left unstated; Emotional Response - Teachers expressed apprehension and feelings of judgement based on data; Data Practices - Identified practices and routines as shared by study participants; and Data Literacy - Identified professional learning content areas needed on the data-driven instruction model. Participants made suggestions for improving the use of data at the school including elements of data literacy as suggestions for improving data-driven instructional behaviors at the school. [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.]