Closing the achievement gap in reading for struggling students is a goal that most urban schools are striving to achieve in this era of No Child Left Behind. Early intervention remains the best approach for successfully supporting those who struggle in the primary grades, but instruction must be targeted or matched to the assessed needs of the students as opposed to using "one size fits all" packages. After years of having too many of their struggling readers continue to struggle, the urban school in this research study implemented a newly designed targeted instruction model. This study investigated and documented the implementation of this new model which was designed for second and third grade struggling readers with assessed needs in decoding and fluency. A professional learning community intervention team was established and worked collaboratively to assess and identify struggling readers, analyze data, use data to group students, set goals, develop instructional plans, provide daily targeted instruction, monitor progress, and make joint decisions in modifying and designing new instructional plans. During this study, the researcher documented ways in which both the students and PLC team members responded and progressed throughout the implementation process. A mixed method case study approach was utilized for this research with both quantitative and qualitative data collected. Pretest and posttest assessment results from the DIBELS and DRA were compared to analyze change in reading performance over the course of a 30 week targeted instruction period. Qualitative data for student feedback were collected from student surveys and questionnaires. Qualitative data were collected from the professional learning community team through interviews and questionnaires. Data were analyzed by sorting the information into categories and themes. Qualitative analysis yielded three emerging categories: (1) Benefits of team meetings, (2) Challenges and concerns, and (3) Recommendations and suggestions. Within these categories were themes which highlighted the successes and challenges the team experienced in meeting the needs of struggling readers. Research findings indicated that the collaborative work of the professional learning community intervention team supported students in improving in the areas of decoding and fluency. [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.]