There is a gap in reading scores between blind/low-vision students and their sighted peers. The problem addressed in this study was that the reading interventions currently in use for blind/low vision students are not successful in closing the reading achievement gap at a Midwest secondary school for the blind and visually impaired. The purpose of this qualitative descriptive study was to explore through interviews and a focus group the perspectives of secondary teachers of blind/visually impaired students at a Midwest school regarding implementing reading interventions for blind/low vision students. Semi-structured interviews of 13 teachers and one focus group of five teachers were used to collect data. The conceptual framework for this study was Albert Bandura's self-efficacy theory. Four research questions aimed to collect data. From the data collected, four themes emerged: Secondary teachers of blind/visually impaired students are unsure of their ability to implement reading interventions, they lack the confidence needed to implement reading interventions, they also feel that there is a lack of direction regarding implementing reading interventions, and they feel that they need more training regarding implementing reading interventions. Important implications that were discussed included that secondary teacher of blind/visually impaired students lack self-efficacy and need more training in implementing reading interventions. Recommendations for future practice included providing more training for secondary teachers of blind/visually impaired students. It was also recommended that future research be expanded to all secondary teachers of both blind/low-vision students and sighted students with low reading scores. [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.]