This study was conducted with 11th- and 12th-grade high school students in western Florida. These students were not meeting the required achievement level in English language arts needed for graduation. This qualitative study investigated the barriers that hinder high school students' achievement in English language arts as a graduation requirement, as identified by teacher perceptions. Based on the grounded theory methodology, this study used purposeful sampling of teachers of students identified as not proficient in English language arts; this study used surveys, focus group, and individual interviews to identify barriers to students' achievement in English language arts and possible solutions as deemed by the findings. The findings included, but were not limited to, student mindset, student attitude for English language arts/reading, implemented classroom practices, and alignment of curriculum and instructional practices, including test preparation and test anxiety strategies. This study provides an opportunity for change to improve the current systems in place so that students can successfully attain proficiency in English language arts. [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.]