The following qualitative case study explored principal and teacher perceptions to offer instructional leaders an understanding of contextual factors that are believed to enhance the trajectories of at-risk students concurrent with and following their discontinuance of Reading Recovery. The insights from this research provide instructional leaders and teachers with increased understanding of means of scaffolding of interventions and supports for students to sustain academic success following Reading Recovery®. Principal and teacher insights indicate that the participating district subscribes to ongoing data collection, collaboration, and problem-solving to monitor and sustain the literacy trajectories of discontinued Reading Recovery ® students. The elementary school team proposes a collective effort to support ongoing literacy attainment. Perceptions indicate significant value is attributed to the district's Reading Recovery® program as well as the Reading Recovery® teachers' provision of instruction within RTI, Guided Reading, and other literacy based interventions. Reading Recovery® is considered central to literacy programming, as is the administrator's protection of Reading Recovery® lesson time, data based problem solving, collaboration, and scheduling flexibility. Interviews revealed a nuanced vision of Reading Recovery®. Rather than functioning as a Tier 2 or Tier 3 intervention within RTI, the team utilizes Reading Recovery® as a complimentary component of their comprehensive RTI framework. The scheduling offered by the research district allows the lowest 20 percent of first graders to benefit from Reading Recovery®'s focus on authentic reading instruction as well as from RTI's explicit teaching of phonological skills. Interviews also revealed supplementary literacy programming which supports the continuing growth of discontinued Reading Recovery ® students. Students are thus allotted multiple opportunities to learn and practice their literacy skills, both guided and independent, throughout their day. Interviews with the principal and teachers revealed that even though there are a multitude of factors that impact with literacy achievement, the participating district has opted to focus on those factors that are deemed alterable in the school setting. [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.]