Through an exploration of effective reading instructional approaches and intervention strategies that focuses on struggling readers at the elementary level, an understanding can be gained in knowing what works in the quest to close current reading gaps as identified by the state of study. By knowing the preferred methods of effective teachers' other schools that are struggling can adapt to these methods and apply them within their own classrooms to help struggling readers. This qualitative study focuses on the influencing factors teachers are using to choose preferred methods of instructional approaches and intervention strategies when working with struggling readers. Teachers were chosen based off set criteria to ensure teacher volunteers were considered highly qualified or effective with at least five years' experience in their field. The identified teachers were interviewed through semistructured interviews. These six teachers, ranging from kindergarten to fourth grade, were asked a series of 11 interview questions in hopes of identifying how they are choosing how to teach struggling readers. The interview questions were transcribed, coded, and six themes were formed answering the primary research question and both subquestions. The results were consistent teacher to teacher highlighting their use of reader's workshop, incorporating guided reading as their main approach to reading instruction and intervention. Future research would include having multiple school districts to check the consistency approaches and strategies relevant to struggling reader's success.