At all educational levels, the number of English learners continues to increase; their academic and linguistic success are growing concerns. The problem is that middle school English learners struggle to reach English proficiency in literacy and language. Closing the achievement gap is a challenge for both English learners and middle school teachers. The purpose of this qualitative case study design was to explore teachers' perceptions of the effectiveness of the Fast ForWord online intervention program and its impact on English learners' literacy and language proficiency performances. The monitor theory and the interaction hypothesis provided the framework for this study. A qualitative illustrative case study methodology provided an opportunity to learn about teacher perceptions regarding the Fast ForWord online intervention program and its impact on English learners' literacy and language proficiency performances. Participants for this study include five full-time middle school teachers. After IRB approval, invitations were sent via district email addresses. Respondents who met the criteria were provided with an informed consent form to sign and return. Individual interviews and focus group sessions were held via Zoom. All interview sessions were recorded and transcribed. Transcriptions were sent to participants for member checks. Data analysis was completed using NVivo, by QSR International. Data analysis revealed five themes for Research Question 1 and six themes for Research Question 2. Implications were that students enjoyed using the Fast ForWord program, there would be fewer interruptions to intervention this coming school year, students challenged themselves, repetition provided opportunity for success, and Fast ForWord provided interaction for native speakers. Future research may include a repeat of this study during a non-pandemic year, after intensive teacher-training, or to complete a longitudinal study following English learners from the beginning to the end of middle school. [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.]