Far too many students worldwide are trapped in a cycle of low performance. The problem addressed in this study was that many third-grade students struggle with achieving the reading comprehension skills needed to be successful academically. The purpose of this qualitative study was to explore teachers' perceptions of integrating Istation computer-assisted sessions into the school's regular reading program as a strategy to improve the reading comprehension skills of struggling third-grade students. The study sample included 10 third-grade teachers who were recruited through purposive sampling. This study used thematic analysis to establish the main issues emerging from the participants' responses. The research findings indicated that of the 10 teachers surveyed five of them did not consider Istation programs as an appropriate intervention strategy to improve student comprehension skills. The research findings also indicated that one-half of the teachers surveyed indicated that integrating a computer-assisted program could be considered as an intervention strategy for improving reading comprehension skills. Recommendations include providing teacher input in the selection of computer-assisted programs to be used with their students. Finally, fostering parental involvement in the learning process by implementing the home component of the computer-assisted programs will further promote student academic achievement. [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/en-US/products/dissertations/individuals.shtml.]