Students are struggling to read proficiently at alarming rates. Although pedagogical reading philosophies have varied over the past decades, there continues to be reading deficiencies; this is especially prevalent in our students from socioeconomically disadvantaged backgrounds. Teachers struggle with best practices of reading instruction as well as implementing those best practices in small group instruction. Often, professional development is surface level and implemented sporadically without coaching and feedback. This qualitative phenomenological study aimed to discover how teachers’ knowledge and practice changed with small group reading instruction as they participated in a two-year process of professional development, coaching, and feedback. Five participants anonymously responded to questions around their knowledge, practice, and overall experience. This study found that their knowledge of teacher clarity around identifying and assessing student reading behaviors and the ability to plan and implement a small group reading lesson had improved significantly as a result of the extensive professional development and coaching around small group reading instruction.