This qualitative research study explored the perceptions of educators in five small rural high schools regarding meeting the literacy needs of ninth-grade struggling readers in rural settings. Data were obtained from state school report cards, confidential interviews, and anonymous online surveys. Thirteen interview participants provided 91 responses, and 52 survey participants provided 312 responses to open-ended questions related to the causes of student difficulty with reading, components of effective literacy instruction, considerations of the role of content-area teachers, methods to improve instruction, use of technology, and staff development needed to make improvements in teaching and learning in small rural high schools. The findings of the study were interpreted in three analytic categories: recognition of the problem, need for instructional change, and need for administrative support. An analysis of the 403 participant responses yielded seven findings. One finding was that all of the settings in this study had ninth-grade students with inadequate reading skills. A second finding was that participants felt that a lack of student practice in reading contributed to this lack of reading proficiency. A third finding was that educators must change teaching methods to meet the demands of changes in our society, expectations of the state's accountability systems, and the changing needs of students in the modern era. A fourth finding was that technology tools offered the potential to assist educators in motivating students, offering commercial remediation programs, and addressing specific learner needs. A fifth finding was that the role of the content-area teachers included the responsibility for assisting students with reading in their subject areas. A sixth finding was that administrative support and staff development were vital components in improving literacy instruction at the high school level. The seventh finding was that educators face numerous challenges in creating effective literacy programs that meet the needs of students in secondary schools. Recommendations of the study included developing a comprehensive K-12 literacy program with interventions for struggling readers, assessments to guide instruction and curriculum, and appropriate support for both teachers and students in the high school setting. Recommendations also focused on gaining a deeper understanding of the characteristics of modern adolescent learners, enhancing instruction with technology, improving content-area instruction, and providing staff development to assist teachers in meeting the literacy needs of high school students. Given the limited amount of research related to adolescent literacy in rural areas, additional qualitative and quantitative studies were recommended to provide support for educators who are trying to meet the needs of struggling readers in rural high schools. [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.]