This qualitative narrative study explored the unique lived experiences of K-12 educators implementing the Alabama Reading Initiative (ARI), a professional development and reading intervention program in the Black Belt region of Alabama. The study involved purposeful sampling of 32 participants from 16 schools in that region, 8 schools excelling with the ARI and 8 schools struggling with its implementation. Participants responded to 9 semi-structured open-ended asynchronous email interview questions. Data were analyzed and coded with the help of NVivo 11 software. From the data collected, 5 major themes emerged using NVivo 11 analysis and were compared across the 8 excelling and 8 struggling schools for apparent themes. Based on the data analysis, recommendations for future study were made to the ARI, to school principals, and to teachers implementing the ARI. [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.]