This study investigates the perceptions of a small group of Language Arts intervention teachers who have been prescribed a commercially-prepared intervention curriculum for use with their students. Written surveys and semi-structured interviews were used to gather data in pursuit of answers to the following research questions: (1) How do teachers perceive the purpose and features of a prescribed commercially-prepared Language Arts intervention curriculum? (2) How do teachers perceive their implementation of a prescribed commercially-prepared Language Arts intervention curriculum? (3) How do teachers perceive the professional development experiences designed to guide their implementation of a prescribed commercially-prepared Language Arts intervention curriculum? Participants' responses to closed and open-ended prompts both confirm and add nuances to concepts found in literature on curriculum and curriculum implementation. The teachers describe the prescribed commercially-prepared Language Arts intervention curriculum as both a safety net for new teachers and as a tool to be used in the pursuit of learning objectives. The participants perceive the role of the classroom teacher as a "curriculum completer". They have a perceived partnership with the curriculum authors in which the authors provide a research-based curriculum designed for a broad audience of students and the teachers make adaptations that make the curriculum best fit the local context of their specific students. This perceived partnership is mitigated by district policies regarding curriculum implementation and the district-provided professional development experiences designed to support implementation of the curriculum. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]