The purpose of this study was to identify the perceptions of third through fifth grade teachers on the effectiveness of district reading instruction training as it relates to reading achievement. This research was conducted for the following purposes: (a) to explore the perceptions of third through fifth grade teachers on the effectiveness of district reading instruction training and its impact on reading achievement, (b) to identify what professional development is needed to improve reading instruction, (c) to identify the factors other than reading instruction that teachers perceive impacts reading achievement, (d) to assess the impact that campus leadership has on reading achievement and instruction. This study followed a phenomenological research design. The open-ended online survey was sent to third through fifth grade reading teachers to answer questions regarding Fountas and Pinnell's district training and instructional leadership behavior and support. To analyze the open-ended survey data, the researcher used the inductive thematic analysis approach, allowing the data to determine the themes. Based on participant responses in this study, teachers want continuous professional development and administrators who have a deep understanding of the components of reading. Teachers want supportive administrators. If teachers are provided the right type of training and support, they will be confident in their abilities to teach the components of reading to students, thus impacting reading achievement and leading to student academic success. [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.]