The role of student choice reading on engagement and academic achievement from the perspective of teachers is the topic of this study. The problem addressed is that middle school students often struggle with reading due to a lack of engagement in English Language Arts courses. Students and educators are mainly impacted by this problem; however, this problem could cause parents, school leaders, and school districts to also be impacted. The purpose of this study is to gain an understanding of the impact of student choice reading on engagement and academic achievement from the perspective of educators. Understanding educators' perspectives on this topic may provide other educators with new insight into the role of student choice reading. A qualitative descriptive design was used in this study. Data was collected from questionnaires, observations, and interviews. Participants were all middle school English Language Arts teachers with at least 1 year of experience with student choice reading who currently utilize student choice reading in their classrooms. Once data was collected from each participant, I incorporated a thematic analysis to determine common themes found from within the data. These themes all supported the idea that teachers have positive perspectives on the role of student choice reading and engagement and academic achievement. With the knowledge gained from this study, other educators may decide to begin utilizing student choice reading in their classrooms and see the benefits of increased engagement and academic achievement for their students. Future research on this topic may include quantitative measures to offer generalized results or even a narrative design to provide more details on the topic. [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.]