This research study addressed the impacts guided reading instruction had on reading achievement in third, fourth, and fifth grades in two suburban schools in a school district in east Tennessee. The researcher examined the differences in reading achievement between two schools. One school implemented guided reading for more than two years and the other school implemented guided reading for two years or less. The differences in teachers' perceptions of guided reading instruction were investigated. Then, the fidelity of implementation of guided reading was examined. The researcher used reading achievement test data, a teacher survey, a focus group questionnaire, and a classroom observation checklist. The results were analyzed, and findings concluded guided reading impacted reading instruction in third, fourth, and fifth grades.