Because of the inconsistencies in the current literature on literacy instructional approaches, there remains uncertainty about how to implement guided reading instruction most effectively. This research study explored and examined how teachers perceived the Next Step guided reading approach impacted their literacy instructional practices through a qualitative, case study approach. Thirteen participants from an ethnically and racially diverse suburban elementary school outside of the Atlanta metro area took part in the research study. Using critical case sampling, the cases for this research were studied using focus group discussions. After collecting data and organizing the data by categories, codes and themes, the researcher analyzed the data using qualitative comparative analysis. Findings suggest that the participants' perceptions were predominately related to the positive impacts that this instructional approach had on students and how it fostered improvements on their literacy instruction. Reflections of the training model also emerged, along with professional opinions and viewpoints of the Next Step guided reading approach. Participants revealed the stark differences in their instruction prior to and after implementing this instructional approach and pointed out areas of improvement that remain to be addressed. An empirically-based approach to guided reading instruction could have important implications for improving literacy instructional methods. Future research may utilize this study to examine ways in which literacy training and professional development in guided reading instruction can be enhanced. [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.]