Low reading comprehension skills at the secondary level are problematic, especially for students with learning disabilities. In order for students with learning disabilities to perform and achieve academically, effective methods of instruction need to be implemented. This present study utilized a qualitative research methodology (with a qualitative phenomenological design) with the aim to understand experiences and attitudes of a population and answer questions about the what, how, and why of a phenomenon. The theory of constructivism was utilized in order to guide the present study because learning is constructed by building new knowledge on prior knowledge, as with the strategies that students with learning disabilities found helpful and useful in improving reading comprehension skills. The perspective of students with learning disabilities gave answers to "what" instructional strategies are most beneficial to their academic achievement, and "how" and "why" these strategies are beneficial. Students in the BESS school district (pseudonym) consists of 23 schools total (14 elementary schools, five middle schools, and four high schools). Twenty were invited to participate and 11 participated in interviews. Results indicated that student's perspective surrounded three major themes: Reading Strategies, Thoughts about Reading, and Perceptions of Teachers