The purpose of this Action Research study was to investigate the curricula used by Readers' Workshop teachers at an independent day school and the successes and barriers of having an external reading consultant provided by the program. The study compared the relationship between an external reading consultant with the desire of an in-house instructional coach. Participants and data collected in Cycle 1 consisted of three fourth-grade teachers and two fifth-grade teachers. Action steps including semi-structured interviews, observations, and a document review were designed, implemented, and evaluated. Findings during cycle one included (1) Teachers need more resources and time to execute the Readers' workshop curriculum with fidelity, (2) Teachers feel like seeing a consultant four times a year is not enough, and (3) teachers would like to follow through and a more cyclic approach to help better their teaching practices. These findings led to Cycle 2, where teachers facilitated their own Professional Learning Community and met once a week for six weeks. Teachers collaborated with one another to create toolkits, find resources, and hold one another accountable. Essentially, teachers acted as their own reading coaches. [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.]