The purpose of this two-cycle, action research study was to investigate the teaching of reading at the high school level (grades 9-12) in a suburban school district in New Hampshire. The research question framing this study was, What do teachers say is needed to support the teaching of reading at the high school level at one school district in New Hampshire? The Cycle 1 data was collected from teachers, parents of students, and high school level students (over the age of 18) through interviews and focus groups. The findings suggested that teachers need time to listen and to share ideas and opportunities for continuous, ongoing support for improving instruction. Therefore, the Cycle 2 action step activities were designed to create an opportunity for teachers to share ideas, learn new strategies, develop resources, and implement new instructional practices. Further, participants chose material to post to a digital repository for use as a shared resource for teaching of reading at high school level. Participants indicated that the action step was a success in its goal of supporting teachers working together to address the problems associated with teaching of reading at their high school. In relation to the research question, there were four key findings: (1) Every high school teacher should be a teacher of reading; (2) Teachers need differentiated and on-going professional learning to continue to develop their knowledge and skills in supporting high school reading; (3) Teachers benefit from learning as a community that focuses on supporting student reading in high schools; (4) Teachers rely on school leaders to enable creative scheduling, purchase of resources, and creation of a culture of safety in which to take risks with their reading instruction. [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.]