This research study was designed and conducted to evaluate the regular education teacher's perspective on the effective use of Project Read to adequately instruct spelling mastery at the first grade level. The Project Read curriculum is divided into three major strands including phonics, reading comprehension, and written expression. Project Read's mission includes the belief that these programs are designed to help educators close the achievement gap in the classroom by providing teachers with the necessary instructional strategies. Various first grade teachers, reading specialists, and instructional coaches were interviewed from across the school district to discuss their individual views on the Project Read program and its effectiveness in the classroom. The qualitative data collected was then organized to determine patterns of constraints and affordances of the program. The anticipated outcome is to determine how this program can be adjusted to meet the needs of all learners in the classroom and how to most effectively implement this program in order to teach spelling mastery in first grade students. Educators are expected to adapt lessons and accommodate to all students' needs, but this is most effectively accomplished when curriculum and programs lend themselves to this required format of teaching. This research study sought to answer questions about Project Read, determining specific affordances and constraints within the program, and most importantly, what aspects of the program should be adjusted in an effort to implement this Project Read most effectively in the classroom. [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.]