For students to be successful in future mathematics classes, mathematics teachers must be able to help students decipher content in Algebra I, the foundation of higher mathematics. Research on vocabulary in the math classroom shows there are multiple ways to represent vocabulary and reading comprehension. The research question, which focused on the impact of teaching vocabulary strategies and reading comprehension in an Algebra I classroom, was answered through interviews. Fourteen teacher interviews and a focus group were used as a data collection method in this study. The results were used to develop a plan of action which includes a training module for teachers, a blog for social media, and a summer camp for Pre-Algebra students. As a result of the materials developed in this research, teachers may acquire new skills and knowledge in math literacy to better support Algebra I students. The themes in this study were as follows: 1) Algebra I teachers believe that students need to 'speak' Algebra I language; 2) Algebra I teachers believe that the use of reading comprehension strategies is the key to student success; 3) Algebra I teachers need to have connections to students by using real-life situations; 4) Algebra I teachers need to be intentional about the use of vocabulary strategies in the classroom; 5) Algebra I teachers need specific staff development for math literacy in vocabulary attainment and reading comprehension; and 6) Algebra I teachers need time to plan and work with Professional Learning Communities to develop lessons that include vocabulary attainment and reading comprehension. [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.]