The research problem for this study was that secondary English teachers are often inconsistent in their use of personalized learning during instruction. The purpose of this basic qualitative study was to explore research questions on secondary school English teachers' perceptions of personalized learning and challenges to its consistent use as an instructional model. The conceptual framework, self-regulated learning theory, aligns with the premise that teachers are the facilitators in a personalized learning classroom and students are engaged in self-regulating. The research questions considered the perceptions of teachers on personalized learning and the challenges they may face when implementing it with fidelity. Data collection involved semistructured interviews with nine secondary English teachers with at least 2 years of experience using one or more personalized learning models while teaching Grades 6 to 12. Transcribed data were coded and categorized to draw out themes. Three themes were used to convey the study's findings: (a) Although teachers face some challenges, teachers believe that personalized learning models and the self-regulating strategies involved support academic achievement; (b) teachers believe that personalized learning fosters creative and collaborative opportunities for teachers; and (c) although personalized learning is perceived by teachers to support academic achievement, teachers experience technical and practical challenges that affect the implementation of personalized learning. The findings of this study contribute to positive social change because they could be used to improve instruction in the classroom, increase students' academic achievement, inform educational leaders on how to best improve teacher performance, and provide clarity around teacher roles and responsibilities in a personalized learning environment. [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.]