Reading and reading instruction are highly researched and debated topics. Reading is the foundational skill for future learning. Educational attainment of citizenry is generally a strong determinate of a nation’s well-being. International business decisions regarding developing industry are frequently dependent upon the ability of the possible employees to nurture, support, and grow business. Reading proficiency is one of the two major components of literacy rates. Understanding reading instructional methods and improving literacy rates deserve serious consideration when planning for economic prosperity of future generations. The purpose of this study was to determine the influence of teachers’ perceptions on reading instruction. One goal of the research was to determine teacher perceptions of reading instruction and how these perceptions influence professional performance. A natural extension of this research would be to evaluate how these perceptions influence student learning. The research study utilized a basic interpretive qualitative research design using descriptive narratives. The research was conducted over a 12-month period and focused on individual teacher perceptions. Qualitative inquiry was the appropriate research technique to give a voice to reading teachers. The participant sample was purposeful. The initial survey of elementary (K-5) teachers was emailed to 219 teachers currently employed by a middle Georgia school system. Four elementary teachers were interviewed from initial survey respondents who volunteered to participate in focused conversations on the subject of reading instruction.