This dissertation investigates how principals' and teachers' perceptions of a family's socioeconomic status can potentially impact and influence the reading achievement of elementary students in Title I school settings. While recognizing the critical role socioeconomic factors play in educational outcomes, this study examined educational leadership and teacher perceptions and perspectives in Title I schools. This research provides insights through a qualitative study method from interviews to provide an understanding of how SES can influence educational practices and student performance. This aspect involved in-depth interviews with selected educators with 5 or more years of experience in a Title I school setting. This study explored their experiences and perceptions regarding the effects of SES on students' reading development. Principals and teachers perceive that lower family SES could be associated with greater challenges in reading achievement which influences their approaches to student support and intervention. The study identified and highlighted specific strategies and approaches to student support. [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.]