The principal of a southern Arizona elementary school, to be referred to as SMD Elementary School, had seen a drop in the standardized test scores for reading among the fourth and fifth graders, and she wanted to enable the students to improve their reading achievement. The goal of this study was to determine if New Century Reading, a computer-based reading program, could contribute to students' improved reading achievement. This was an evaluation study and a mixed-method design using both survey and nonreactive methods. The nonreactive approach involved collecting students' test scores from before and after they used the New Century Reading program, which were analyzed quantitatively. The population consisted of the fourth and fifth grade students within SMD Elementary School, who used the New Century Reading program, as well as the fourth and fifth grade teachers who taught those students. The instrumentation consisted of the AIMS Reading test, a Standards Based Assessment that was required by state and federal law, as well as a researcher-created survey entitled, "Teachers' Perceptions of the New Century Reading Program" to collect qualitative data. The descriptive statistics for the multi-year reading tests showed that the average AIMS Reading test scores went up after having used the New Century Reading program. The matched-pairs t-test showed that there was no significant difference between the test score mean of the fourth-grade students before using New Century and the test score mean of the fourth-grade students after using New Century. There was, however, a significant difference between the test score means of the fifth-grade students before and after using New Century. The chi-square test of independence showed that there was an association between the performance categories during the school year 2010-2011 and school year 2011-2012. It appeared that there were some students who moved up in categories. The survey revealed that three-quarters of the teachers were not sure if the New Century Reading program helped improve the reading achievement of the students. Some three-quarters of the teachers also responded similarly to the question about which aspects of the New Century Reading program they found beneficial. Overall, they liked how the program was able to measure each student's progress in order to individualize their ongoing lessons, which helps students learn and improve. Additionally, when asked how they would change or improve the program, three-quarters of the teachers stated that they wanted the program to be more technologically advanced, particularly with regard to graphics and animation. Some recommendations for future studies include looking at the use of the New Century Reading program with other grade levels, such as middle and high school grades, using a larger sample of teachers for the survey, studying the effectiveness of the program among a variety of ethnic groups, and evaluating the most updated version of the New Century Reading program. [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.]