Reading proficiency is one of the expected core outcomes of a successful elementary school experience for students, yet many school systems do not provide teachers with the requisite training, support, or resources to meet this fundamental objective. Providing teachers with professional learning paired with educative curriculum materials within a collaborative school environment has the potential to increase uptake of professional learning and create sustained changes in instruction ultimately leading to improved student outcomes. The purpose of this qualitative case study was to understand teacher perceptions of a professional learning experience and curriculum implementation for foundational reading skills in kindergarten, first, and second grade at one elementary school. Specifically, the study sought to discover specific aspects of the experience teachers found most supportive of their instruction, how the experience could be improved, and the ways in which teachers' thinking about reading instruction changed as a result of the experience. Findings are the result of analysis of multiple data sources including field notes, interviews, documents, and artifacts collected in the 2020-2021 school year. Participants found the relevance of the experience, the quality and continuity of the curriculum, and autonomy over their practice were the most supportive aspects of the implementation experience. Participants felt providing additional supplemental materials and addressing discrepancies with district requirements would have improved the experience. Participants noticed an increase in their own knowledge about the science of how children learn to read. This led to changes in thinking about the importance of phonemic awareness and how children build word reading automaticity. These findings add to the growing body of research about the utility of educative curricula in increasing uptake of professional learning. [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.]