This qualitative case study documented the perceptions of K-8 ELA teachers and reading interventionists in Northeast Florida. The research problem explored the effectiveness of remediation strategies implemented into the course design to improve student proficiency on end-of-year state assessments. Data collection included semi-structured interviews, nonparticipant observations, and a review of physical documents. Semi-structured interviews were conducted until data saturation was reached. The theoretical framework of this qualitative case study was based on: social cognitive theory; literary theory; and choice theory. A lack of horizontal procedures my produce inconsistencies when examining student's grade-level performance. Interview responses from 20 ELA teachers were manually analyzed with the assistance of Microsoft Word and revealed six emergent themes. Three themes related to remediation perceptions: theme 1, Proficiency Standards and Knowledge Retention determine the effectiveness of Remediation; theme 2, Differentiated Instruction increases Remediation effectiveness; and theme 3, Remediation is a gradual Process of Cognitive Development. Three themes related to pedagogical beliefs: theme 4, Instructional Strategies to assess Learning and observe Student's Behavior; theme 5, Course Material containing Strategies for Remediation in K-8 ELA; and theme 6, Remediation Challenges that limit the effectiveness of Intervention. Each theme included a set of quality indicators. The findings may lead to models for remediation or development of policy connected to remediation in K-8 ELA.