The cross-sectionality of reading deficits and problem behavior begets many concerns including how exclusionary discipline is funneling Black students with reading deficits along the school-to-prison pipeline. Using a qualitative case study approach, this study investigated reading teachers' reports of the barriers they experience in predominantly Black elementary schools when attempting to implement quality interventions for reading deficits and problem behavior. A holistic and thematic analysis revealed teachers are relying heavily on ineffective and inappropriate uses of computer-adaptive tests for assessment and intervention, are overusing exclusionary discipline and unaware of effective alternatives, are grossly under-trained and under-supported in both reading and behavior interventions, and simply do not have time to fulfill the many demands placed on them. The study concludes with a discussion of teachers' current needs and potential areas of future research that may guide schools and administrators in making better use of the limited time teachers have available. [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.]