A warm demander is an educator who provides a loving classroom environment while holding students to high academic standards--a warm demander models culturally specific practices, incorporating elements representative of students' culture through their teaching. Educators adapt instruction to reflect the needs of the students. This qualitative single case study aimed to examine the experiences of K-8 teachers who self-identify as warm demanders in a school within the School District of Philadelphia (SDP). The community that surrounds this public school is underserved. William Glasser's Choice Theory was the theoretical framework for this study to discover if teachers' warm demanding pedagogy is perceived to affect reading growth Participants in the study were 11 elementary teachers who self-identified as warm demanders. Eight participants were interviewed individually. Three participants engaged in a focus group. The transcriptions were validated through member checking. A five-step thematic content approach was used to analyze the collected data with NVivo software. The data analysis yielded four themes: literacy curriculum, support, instruction, and warm demander. Findings from the study prove that warm demanders positively influence student reading growth. Implications include the need for a revised curriculum that has an emphasis on grammar. Culturally relevant text should also be relatable and engaging for students. Practice recommendations included training all teachers in the school district on warm, demanding pedagogy within a series of sessions. Training on adequate preparation for small group intervention was also recommended. Recommendations for future research include a broader study involving several Title 1 schools. Another recommendation was to conduct a qualitative study involving students from K-8 Title 1 schools in order to gain student perspective on teachers who self-identify as warm demanders. [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.]