State reading exams are crucial in determining students' reading proficiency. The problem is students in inner-city Title 1 middle schools in New York City are consistently performing below the national average on the mandated New York State Reading Exam. The purpose of this qualitative exploratory case study was to explore barriers teachers and administrators encountered in preparing students in inner-city Title 1 middle schools, in New York City, for the mandated New York State Reading Exam. Prior studies have focused on students' results, ignoring instructors' invaluable knowledge about the difficulties they faced preparing students. In this study, teachers' perspectives were the top priority, highlighting their knowledge and experiences. The investigation's theoretical framework synthesized cognitive and behavioral theories to understand the barriers teachers faced. The research questions focused on educators' perceptions of the challenges encountered when delivering the Reading curriculum to students. A purposive sampling technique was used to select 15 teachers and four administrators with at least 3 years of experience teaching reading or interacting with the reading curriculum. Data were collected through semi-structured interviews and a focus group. The themes identified, using Dedoose, included student readiness, time constraints, student motivation, curriculum-exam misalignment, disruptions and distractions. Recommendations that administrators provide teachers with targeted professional development sessions to equip them with strategies to overcome the barriers, and provide more time for teachers to plan and execute effective lessons were made. [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.]