The purpose of this qualitative phenomenological study was to examine teachers' knowledge, attitudes, and beliefs about executive functions utilized in reading instruction of kindergarten through third-grade students. This research study used open-ended, semi-structured interview questions to gain a better understanding of what teachers know and believe about how working memory, cognitive flexibility, and inhibitory control are used in the context of reading. Twelve kindergarten through third-grade general and special education teachers from rural, suburban, and urban school districts were interviewed within a period of four-months. The findings of this study revealed two themes per research question as a result of the cyclical inductive coding process. The themes that emerged were lack of knowledge associated with the term executive function, recognition of executive function characteristics in the classroom, importance of executive function, perception of executive function as a special education issue, embedded elements of executive function within curriculum and instruction, varying levels of instructional flexibility, absence of preservice education that specifically addressed executive function, lack of meaningful professional development on the topic of executive function, impact of executive functions on reading success, and valued collaboration among general and special education teachers. The findings of this study offered new insights which contributed to the practice of providing effective reading instruction. Providing meaningful professional development opportunities for preservice, novice, and experienced teachers may help to fill the gap of knowledge between general and special education teachers on the topic of executive functions utilized in foundational-level reading instruction. [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.]