This study addressed the issue of Grade 12 students reading below proficiency and their lived experiences within a personalized learning instructional approach. To address this problem, the purpose of this phenomenological study was to explore Grade 12 students who read at basic or below basic levels on the Scholastic Reading Inventory (2013) standardized reading test and their perspectives of a personalized learning instructional approach, specifically in regard to their engagement and literacy development. To gather data, a total of four 12th Grade students experiencing personalized learning approaches of instruction in a semester-long, half-credit English elective course, "College and Career Research English," designed on a personalized learning approach, were interviewed. The data were transcribed, coded, and analyzed, which lead to emergent themes related to the phenomenon and the perceived roles of the student participants and teacher. Three themes emerged as a result of this study: A personalized approach may be simultaneously perceived as beneficial and formidable; the teacher is the critical facilitator in the personalized learning approach; and a personalized learning approach is dependent upon an engaged and motivated student. These themes may be useful for exploring the lived experiences and attitudes of students experiencing new instructional practices such as personalized learning. This dissertation study and related topics serve to extend educators in their understanding of instructional environments that may serve to benefit students from a diversity of backgrounds. [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.]