This investigation is part of a larger study examining the effects of a school-wide literacy reform effort through a multi-leveled system of instructional delivery. The research question addressed was, "How do students perceive reading instruction within their elementary language arts classroom?" Students' perceptions were analyzed through drawings of students (n = 210) that attend an urban elementary school. As part of the implementation of a multi-tiered reform effort, a response to intervention model, student perceptions support small group and one-on-one instructional delivery, rather than the traditional whole-group instruction. Students depict themselves as "readers" and see books as part of their classroom environments. Positive student affect is evident in their perceptions of reading instruction. (Contains 3 tables and 4 figures.)