This one-year exploratory case study attempted to discern which adjustments in culture, physical classroom environment, and instruction were needed to improve reading instruction in ailing K-2 classrooms at Lion Elementary School. A holistic approach was created to diagnose the problem surrounding poor early reading achievement. After proper diagnosis, a targeted professional development plan was created in order to provide a common language and experience within the teacher learning community. A Language and Literacy framework was crafted to include more time for integrated reading and writing. A matrix was prepared to show how skill instruction could be embedded within authentic literacy experiences. Initial anecdotal results have shown that the treatment plan increased teachers' knowledge of reading, produced more authentic classroom environments, and created a shift toward student centered literacy instruction.