This phenomenological investigation was designed to answer the following question: In this school, what were teachers' experiences with a scripted reading program? Seventeen teachers were interviewed at the end of the first year of implementing a scripted program. Four themes emerged from this analysis: (1) The program supported teachers' work with the most struggling students; (2) Teachers' forced enactment of the program led to negative outcomes for students; (3) The program had a negative impact on teachers' psychological well-being; and (4) Teachers are impacted by a hierarchical system that dictates who has the power to make decisions within the institution. Teachers' statements indicated that they demonstrated agency by occasionally diverging from the script or supplementing it in various ways. Still others chose to resist by leaving the school. Using post-intentional phenomenology as a theoretical framework, results are discussed through a sociopolitical lens and suggest that a market ideology can have considerable impact on how literacy instruction is realized in schools.