This study examined the challenges teachers faced in teaching reading comprehension to secondary students within the study school. Reading comprehension is a key skill for academic success, yet many students struggle to understand complex texts in subjects such as history, science, and mathematics. The purpose of this research is to assess how teachers perceive the integration of reading strategies in core content areas and the impact of professional development on their teaching practices. The conceptual framework used to guide this study was the social cognitive theory of self-efficacy, which suggests that teachers' beliefs in their abilities to implement effective strategies influence their teaching practices and student outcomes. The study employed a qualitative descriptive project study approach, involving a sample of 10 middle and high school teachers to address the research questions related to teachers' perceptions of reading instruction, the challenges they face, and the support they need to improve. Data were collected through in-depth interviews with a focus on teachers' use of reading comprehension strategies and the effectiveness of professional development programs and were analyzed using thematic analysis to illuminate significant patterns, relationships, and themes that directly aligned with the research question. The results indicated that teachers felt more confident in their reading instruction after participating in targeted professional development, leading to improved student outcomes in core content areas. The study concludes with recommendations for refining professional development programs and integrating reading comprehension strategies across the curriculum. This research contributes to positive social change by identifying practices aimed at enhancing teachers' self-efficacy, improving student literacy, and promoting academic success across disciplines. [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.]