This paper describes a qualitative case study designed to investigate research-based practices as a contemporary phenomenon within the real-life context of schools. Selected first grade teacher perceptions of research based practices and sustainability of research-based practices in rural, low-income schools that are no longer receiving funding were participants. Data were gathered through a questionnaire administered to 97 elementary teachers at six sites as well as observations and interviews of four teachers at four different sites. Results showed that several factors affected sustainability of research-based practices such as: lack of continual training, teacher expertise, professional classroom help and time restraints. [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.]