The purpose of this qualitative, phenomenological study was to explore faculty perceptions of barriers to academic literacy development for Hispanic students at a small, rural school district in North Texas. Specifically, the researcher sought to investigate the perceptions of faculty regarding the barriers to Hispanic literacy development that impact academic achievement. Maximal variation sampling was used for this phenomenological study. The researcher utilized ten participants that included staff and administrators from one rural North Texas school district. Based on interview data, the researcher identified and described themes that emerged. The study findings suggest that staff perceived barriers to Hispanic academic literacy development included language barriers, resources, culture, and cultural competency. The study provides implications for practices school leaders can consider when addressing the needs of the growing Hispanic demographic in the district as well as appropriate staff support and professional development. [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.]