The current study examined the application of implementation adherence monitoring and group feedback procedures with teachers implementing the Leveled Literacy Intervention (LLI; Fountas & Pinnell, 2008a). Using a repeated measures design across time, changes in implementation adherence levels were examined as teachers participated in problem-solving feedback sessions regarding their implementation adherence. Pre- and post-surveys were also employed to examine changes in perceptions about implementation monitoring and feedback procedures as well as relationships between various background variables and implementation adherence levels. Fifteen teachers across seven elementary schools completed implementation checklists for every LLI session they implemented with small groups of first, second, and third grade students. The researcher and research assistants completed the checklists while viewing video recorded LLI sessions. Implementation adherence data were presented to teachers during group feedback sessions, where they also had an opportunity to discuss common barriers that interfered with implementing LLI and recommendations for overcoming those barriers. Feedback sessions were conducted at approximately 2-3 week intervals, and teachers received a written summary of their shared recommendations for improved implementation adherence. Overall mean percent implementation adherence ranged from 85.69%-91.92% on video data and from 86.67%-89.98% on self report data. There were no significant changes in implementation adherence levels throughout the study. Overall, self report and video data indicated that teachers maintained high implementation adherence levels during baseline and after each group feedback session. The number of previous LLI student groups taught had a significant effect on implementation adherence levels, but other indicators of previous training, experience, current LLI responsibilities, and primary teaching assignment had no significant effect. Teacher ratings also indicated that they found all monitoring and feedback procedures used in this study to be helpful, feasible, and comfortable to participate in and also found receiving feedback about their LLI implementation to be important. Their ratings of the importance of having LLI implementation monitored, the feasibility of monitoring and feedback methods, and their level of comfort with feedback methods also increased significantly. Overall, findings from the study indicate that teachers can have positive perceptions of implementation monitoring and feedback methods after participating in them, and that a combination of self report, video observations, and collaborative group feedback sessions may effectively maintain high implementation adherence levels. The addition of other elements, including individualized feedback and goal setting, may have also been helpful, and future researchers are encouraged to incorporate those elements. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]