This qualitative descriptive study explored which components of intervention programs, if any, influence grade retention of struggling readers at the elementary school level in one school district on the East Coast. Multi-tiered systems of supports (MTSS) is the theoretical framework that guided this study. The sample group consisted of 12 elementary school teachers from one school district on the East Coast. The data sources included two different questionnaires and one face-to-face, semi-structured interview. The two specific research questions generated to guide this qualitative research were: RQ1: How do elementary teachers perceive their school's multi-tiered systems of support (MTSS) principles during implementation of reading interventions and its influence, if at all, on grade retention of struggling readers? RQ2: How do elementary teachers perceive the multi-tiered systems of support (MTSS) principles during implementation of reading interventions and its influence, if at all on grade retention of struggling readers? The analyzed data produced six themes: (1) perceived strengths of the reading intervention, (2) perceived weaknesses of the reading intervention, (3) perceived influence on student retention, (4) policies practiced for alignment, (5) collaboration and, (6) autonomy. The findings offer a particular point of view to elementary school teachers, prompting an ascent in the successful implementation of reading intervention programs. [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.]