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The purpose of this phenomenological study is to understand the experiences of the 10 K-12 teacher participants who may implement instruction and interventions for students who struggle with cognitive reading disorders and dyslexia. Instruction for intervention of cognitive reading disorders at the K-12 education level was generally defined as the multisensory approach more commonly found in schools. Instructional methods of 10 teachers at the K-12 education level for cognitive reading disorders was explored by implementing the central research question (CRQ), “What are the experiences of K-12 teachers who receive professional development to provide cognitive reading instruction with interventions specific to dyslexia?” The theory guiding this study is Piaget’s (1952) theory of cognitive development and the four developmental stages. A constructivist theory applies well to an educational qualitative study. Piaget's (1952) observations of cognitive development have influenced research across multiple fields of study. The methodology consisted of interviews, journal responses, and focus groups, that were recorded, transcribed, and analyzed, Data analysis was organized by reading and note-taking of emergent ideas, describing, and classifying codes into themes through interpreting, representing, and visualizing data. The phenomenological approach influenced the creation of data and its organization by reading through text, making margin notes, and forming initial codes. The meaning was derived from significant statements and common group experience of the participants. The analysis culminated into a textual description of what happened, how the phenomenon was experienced, and the development of the essence of the phenomenon. Throughout the study five themes were generated: Professional Development Experience, Interventions, Teacher Collaboration, Teacher Confidence, and Suggestions for Improvement.