Over 60 years of conflicting messaging about the usefulness and impact of grammar on writing has guided instructional practice in K-12 classrooms across the country. In Florida, like many other states, reading scores have continued to decline despite multiple efforts to identify the root causes of learning deficiencies. Even though research showed, and learning theory supported, a positive connection between grammar mastery and reading comprehension, industry leaders have continued to dictate the removal of formal grammar instruction. In this study, I explored teacher perceptions, instructional practice of grammar and comprehension, and the existence of grammar standards in common state standards. I conducted an exploratory multi-case study of teachers of grades 3-12 in English, language arts, or reading in Broward County Public Schools. Participants engaged in personal interviews designed to explore their perceptions of grammar, reading comprehension, and state standards. Six participants shared their experiences with learning and teaching grammar, their perceptions of its usefulness to reading comprehension, and their thoughts on whether state standards address grammar content. Results of the study indicate very little grammar instruction occurs in the classroom as teachers do not have a clear understanding of its usefulness in relation to reading comprehension. Participants revealed a willingness and desire to learn more about teaching grammar and grammar's potentially positive impact on student achievement in reading. [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.]