This qualitative case study documented the perceptions of K-8 ELA teachers and reading interventionists in Northeast Florida. The research problem explored the effectiveness of remediation strategies implemented into the course design to improve student proficiency on end-of-year state assessments. Data collection included semi-structured interviews, nonparticipant observations, and a review of physical documents. Semi-structured interviews were conducted until data saturation was reached. The theoretical framework of this qualitative case study was based on: social cognitive theory; literary theory; and choice theory. A lack of horizontal procedures my produce inconsistencies when examining student's grade-level performance. Interview responses from 20 ELA teachers were manually analyzed with the assistance of Microsoft Word and revealed six emergent themes. Three themes related to remediation perceptions: theme 1, "Proficiency Standards and Knowledge Retention determine the effectiveness of Remediation"; theme 2, "Differentiated Instruction increases Remediation effectiveness"; and theme 3, "Remediation is a gradual Process of Cognitive Development." Three themes related to pedagogical beliefs: theme 4, "Instructional Strategies to assess Learning and observe Student's Behavior"; theme 5, "Course Material containing Strategies for Remediation in K-8 ELA"; and theme 6, "Remediation Challenges that limit the effectiveness of Intervention." Each theme included a set of quality indicators. The findings may lead to models for remediation or development of policy connected to remediation in K-8 ELA. [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.]