This comparative case study explains the perspectives, experiences, and instructional contexts of teachers working with English Learners (EL) in Grades 3-5 to plan, deliver, and assess Second Language Morphological Awareness (L2MA) across three different program models. ELs have experienced low levels of reading comprehension since the inception of accountability testing. Reading instruction for ELs often emphasizes phonics over meaning making strategies. This is problematic because in intermediate elementary, and secondary education, students read to access content in math, science, and social studies. Sociocultural learning theory was used to frame the ways in which respondents articulated the value of L2MA, conceptualized ELs' learning needs, and identified improvements to L2MA teaching and learning. Multiple rounds of interviews were conducted with three teachers and two administrators. Initially, interview transcripts were coded analyzed using an open coding strategy. After the second round, a synthesis was conducted to consolidate categories and identify themes. Additionally, teacher respondents provided a L2MA lesson plan which was analyzed to examine the structure, scaffolds, and L2MA learning objectives used in each program model. For the first research question five themes associated the importance of L2MA, not only to reading comprehension, but to the overall language development of ELs were found. While four areas of improvement related to contextual factors as well as the planning and delivery of instruction, and evaluation of student learning were found in regard to the second research question. The final research question compared and contrasted the experiences and perspectives of teachers across each program model, highlighting four themes, including the use of ELs' First Language (L1), curriculums targeting L2MA, and students' linguistic background. Implications for practice included the preparation and ongoing training of teachers working with ELs, the refinement of district scope and sequence documents, and the sourcing of curricular materials. While future research in this area might expand on these findings to explore the prevalence of these perspectives and experiences among the broader population of teachers, examine specifically which L2MA strategies have the greatest impact on ELs' reading comprehension, and to differentiate the impacts of developmental versus explicit approaches to L2MA in curriculum. [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.]