The purpose of this research was to examine teachers' perspectives on transitioning from a predominately whole to small-group delivery method during reading instruction. This study used a qualitative approach and nested itself in an epistemology of constructivism. The research operated under the umbrella of practice ethnography as it closely examined a reading framework that incorporated small-group instruction. Research was conducted in a large urban school district. There were four teachers who participated in the study. All four teachers were implementing a small-group delivery method. Pre-observational surveys, classroom observations and post-observational interviews were used to gain insight into their practice. Using a theoretical perspective of symbolic interactionism, the researcher presented case studies to reveal each teacher's reaction as she transitioned from a whole to small-group delivery method. A cross-case analysis was conducted to capture their responses regarding the challenges and benefits of implementing this type of delivery method. The researcher found that although teachers felt that the theory of using a small-group delivery method is pedagogically sound, the process of implementation may be overwhelming. The study found that this delivery method promoted students' discourse, social skill development, student-teacher relationships and increased the opportunities for students to respond and actively engage in the learning process. The study also found that one key benefit to using a small-group delivery method is that teachers are able to provide differentiated and individualized instruction according to students' academic needs. A list of clearly-identified patterns of effective classroom management strategies and behaviors that are needed when utilizing this delivery method emerged from the study. A primary conclusion from the study is that using a small-group delivery method is not only an academically sound practice for urban schools, but students enjoy and benefit from this pedagogy. Another conclusion is that support and training are critical factors in sustaining teachers in their transition from a predominately whole to small-group delivery method. Specific implications for the field of education include teacher training, coaching support throughout the transitional phase, and identifying additional effective classroom management strategies. Training of preservice teachers at the university level is also recommended. An appeal for further research on the process of small-group implementation is discussed. There are three areas that are in need of further exploration: (1) the instruction that is delivered at the teaching station, (2) identification of additional effective classroom management strategies using this delivery method and (3) sociological and psychological effect on students. [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.]