The purpose of this qualitative study was to determine teachers' perceptions about struggling readers who do not qualify for special services, their perceptions of these students' ability to learn to read, and their perceptions of their ability to instruct these students in their general education classrooms. Participants for this study were eight general education elementary teachers who had previously taught a struggling reader who did not qualify for special services. Research procedures incorporated semi-structured, open-ended interviews as well as focus groups. This study was performed from a constructivist stance. Analysis for this study was conducted inductively. Heuristic inquiry was the process utilized because of its highly personal nature. This phenomenological analysis involved several steps, which were followed in this study. The findings concluded that participants perceived that this population of students could learn to read but required so much repetition and one-on-one explicit instruction that general education teachers did not have the adequate time or personnel resources to accommodate this need. Additionally, the participants did not have prior knowledge about struggling readers who do not qualify for special services so they had to learn what worked and what did not over the course of the school year. When asked about their own ability to teach this population of students, perceptions varied. Those with special education or bilingual education experience perceived they had the skills but not the time or resources. Those who did not have that extra academic foundation did not believe they could adequately instruct these students. Based on this information, the implications of this study indicate that teachers need specific professional development about these students. They need to know how to best instruct these students so they are able to graduate from high school. Teachers also require more communication between the general education teachers and specialists/special education teachers. Finally, teachers must have the time and support to adequately progress this population of students. Even if professional development specifically targeting these students is conducted, a lack of progress for these students will continue if teachers do not have the time and support to carry out these recommendations. [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.]