One of the most essential academic skills to be attained in school is reading comprehension; consequently, the comprehension instruction provided by teachers is of extreme importance. This study examined instructional strategies of eleven third grade reading teachers employed by the same district who attributed to 75% of students scoring in the 75th percentile on high stakes test. Despite the district's Title I label and low socioeconomic background, the majority of the students are reading proficiently. Recent studies show that most students with these characteristics are non-proficient. Recent research of instructional strategies in reading has not defined a definite resolution to this problem. A basic qualitative designed was used to analyze collected data from semi-structured one on one interview questions, the primary source of data. The study examined the role of the teachers and the strategies and techniques used to motivate students in their success. Findings from the study showed that the teachers integrated technology into the instructional strategies on a daily basis and their main role was a facilitator of learning in student-centered activities. The students were given independence and were motivated by teachers to take responsibility for their own learning. In this role, students eagerly and successfully worked to achieve goals that they set. [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.]