English language learners (ELLs) tend to be the fastest growing subgroup within the United States, and many teachers can expect to have them in their classrooms. The problem addressed in this study is the lack of literacy skills in Spanish-speaking ELLs which puts them at risk for future reading difficulties and being unprepared for the next grade level. Teachers are also facing challenges on what is needed to help close the literacy educational gaps. The purpose of this qualitative case study was to explore 12 certified K-5 general education and English as a second language (ESL) elementary teachers' perceptions of the instructional strategies utilized during instruction and alongside the program Reading Horizons to teach Spanish-speaking ELLs and prepare them for the next grade level. This topic was designed to help identify why there are many ELLs reaching the upper grades and not having the necessary skills to help them be proficient in reading skills. The conceptual framework that best informed this research was social constructivism, which stems from the construction of learning and understanding through social processes. Data were obtained from interviews via Zoom, weekly journal prompts over a 3-week period, and a review of lesson plans notating interventions utilized for instruction. The interview questions and weekly journal prompts focused on the instructional strategies utilized with ELLs, the barriers and successes faced when implementing the instructional strategies, and how Reading Horizons supports literacy instruction for ELLs. Data were analyzed to determine common themes across all data sources, and the themes that emerged from the participant's responses were the following: (1) bridge the language barrier; (2) limit district testing; (3) provide instructional approaches to learning; (4) implement a variety of learning styles; (5) linking learner motivation to content engagement; (6) supports literacy block; (7) complements the regular content standards/curriculum; and (8) apply scaffolding techniques. The results of this study inform teachers, principals, and district leaders of the best practices of how to fill the literacy achievement gap in practices for Spanish-speaking ELLs as well as boost student literacy achievement amongst these subgroups. Further, data from this study supports existing literature on how instructional strategies can support ELLs with their academic performance. Based on the results from this study, ELLs need to be met at their learning level and have the opportunity to engage in a systematic program that begins at the foundation and continues to build literacy skills in a linear progression. [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.]