Adolescence is a developmental stage during which American students are typically disengaged (Pianta, Hamre, & Allen, 2012), yet learning depends upon engagement (Finn & Zimmer, 2012; Reschly & Christenson, 2012). For middle school students who struggle to read, school-based reading support represents a last chance to help them succeed in high school and in the 21 st-century economy (Gomez & Gomez, 2007). This qualitative study was conducted to explore the experiences of middle school students as they engage in a reading support program with services in and out of the literacy classroom. The study considered the experiences of six middle school students enrolled in either push-in or pull-out reading support program. Students' experiences were considered through a theoretical framework incorporating engagement theory and stage-environment fit theory. The study was conducted as an interpretative phenomenological analysis focusing on students' lived experiences with agency and teacher-relationships, malleable elements of the learning environment with import for adolescents. Student participants revealed that students' voices are not often included in the decision-making process surrounding their own support. Findings suggest that by discussing support options with students, incorporating opportunities for them to set goals within the intervention program, and devising mechanisms to support reflection and evaluation, students will have more agency within their intervention experience. Findings also suggest that promoting conversations anchored around support among school staff, parents, and students, while providing professional development for teachers, will help promote more seamless school experiences for students and increase their sense of belonging within the school community. [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.]