As students transition from elementary to middle school, they often perform at a reduced academic level than their elementary school academic performances. Middle school is the time when students experience changes developmentally, emotionally, physically, and socially. Students will experience personal and academic problems if the school or classroom environment does not align and address developmental needs. The problem addressed in this study is that many students at the middle school level in rural North Carolina exhibit reduced academic performance from their academic performance at the elementary school level. Michael Fullan's change theory guided this study premised upon embedding theory of action with merit, predicated on assumptions of how individuals or schools can move forward from their current state or situation to the desired future as a force in school improvement. North Carolina educators must propel into action to enact practices that change the trajectory for middle school students. Applying a qualitative methodology and case study design the focus of this study was on educators' perception of factors that contribute to reduced academic performance for rural middle school students and instructional strategies and supports that may be present at the elementary level, but not at the middle school level that explains reduced student performance. Twenty educators from rural middle school districts including six superintendents, six principals, two assistant principals, and six teachers participated in the study. Semi-structured, open-ended questions were created for a questionnaire, interviews, and focus groups. Findings included instructional strategies such as small group instruction and supports such as teacher assistants that are embedded practices in elementary must mirror in middle school to improve student outcomes. Findings can contribute to improved practices and increased awareness for educational stakeholders of what and how to address middle school students' needs in terms of instruction, structure, environment, relationships, and support to improve academic success. Precise interventions and supports are warranted to close the gap on reduced academic performance of all rural and urban middle school students by assisting educational leaders with an increased understanding of how to prepare, educate, and support students as they transition to middle school. Future research could explore the impacts of other practices, strategies, or support that will assist with successful transition into middle schools, such as transition program, teacher-student relationships, middle school teacher training on work with adolescence, service learning, and using a more significant participant sample size. [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.]