The federal Reading First grant project began with the 2003-2004 school year. Since then, many schools have entered the program to take on the challenge of improving their reading test scores. The Reading First model of instruction has been used to help promote school improvement efforts throughout the United States, so that students may reach the common goal of being proficient readers by the end of third grade. This mixed method study explored the effectiveness of the Reading First program. From surveys of the teachers who taught at the school during the inception of Reading First, the study examined how each of these teachers viewed the benefits, if any, the program brought to the young readers. Test scores are examined to determine if an improvement occurred after the implementation of the Reading First strategies. The framework of this investigation was empirical with theoretical studies based on the same theories as those used in language acquisition. This study has balanced the concepts of these theories against the data used from Reading First to determine the efficacy of the Reading First grant program. Testing data and teachers' perceptions from a survey were examined to build a mixed methods study. This study has determined that the Reading First grant program had positive impacts on reading test scores. [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.]