This case study addressed the experiences and perceptions of two novice alternatively certified reading teachers positioned at two chronically underperforming and high poverty secondary schools. The findings from the Cognitive Coaching participant revealed the Cognitive Coaching model had an important influence on the participant's ability to self-monitor and self-modify her teaching behaviors. The findings from the non-Cognitive Coaching participant revealed that her expressed support needs directly correlated with Knowles' six core adult learning principles and ultimately explained her decision to leave the profession. Findings from this study provide evidence to support the use of Cognitive Coaching as a viable form of staff development for alternative certified secondary reading teachers situated in chronically underperforming and high poverty schools. [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.]