This phenomenological narrative study explored the effective reading strategies that successful Kindergarten and 1st Grade teachers used for economically disadvantaged students. The researcher used face-to-face interviews to glean data from 10 successful Kindergarten and 1st Grade teachers. The study findings lead to the conclusion that despite the challenges of teaching economically disadvantaged students, teachers are utilizing effective reading strategies and are able to adapt to students on an individual basis. Another suggested conclusion was that successful teachers not only utilize research-based strategies, but they make an effort to properly motivate students of poverty. The study provides implications for practices that teachers could use to increase the engagement of impoverished students in their classrooms, and increase the positive motivation when these students are learning how to read. [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.]