Engaging students who are reluctant readers is not a one-sided dilemma, but rather a dynamic problem with many facets. This study examined one aspect of this conundrum. While reading is a difficult and challenging task for many, reluctant readers struggle with not only being engaged, but with negative self-perceptions. The fourth grade reluctant readers in this study struggled with comprehension and how to overcome these struggles. To support reluctant readers, this study gauged the effectiveness of four research-supported visualization strategies as a potential way that can support reading comprehension, which in turn can enable students to persevere through their struggles. The results of the study showed that the influence of peers, visualization strategies, and student choice had significant impact in supporting struggling readers. The study also found that when students were exposed to these explicit visualization strategies, their reluctance, as well as their self-perception, was positively impacted.