Throughout the United States, males are achieving lower standardized reading scores in the primary grades than females, yet little information is available on the reason for this gap. The major research questions that guided this qualitative study focused on teachers’ opinions about using a scripted reading program when working with 3^rd- and 4^th-grade students, and how teachers believed the use of scripted reading programs in their classroom impacted male students’ reading achievement. Vygotsky’s social learning theory, Bruner’s social constructivism, and Dewey’s theory of experience served as the conceptual framework for this study. Opinions and experiences of 40 reading teachers and reading specialists teaching 3^rd and 4^th grade reading were elicited through a mixed model survey in this qualitative study. Data analysis included numerical analysis of closed-ended questions and open, axial, and selective coding of open-ended questions. The results indicated that many teachers supported scripted reading from a personal standpoint. Further, teachers who supported scripted reading from a personal standpoint believed in scripted reading could improve instruction outcomes for male students. Participants had strong beliefs, either negative or positive, about the ability of scripted reading to assist with word study, vocabulary, and spelling. Although no patterns related to positive or negative beliefs were identified, all teachers believed that programs that are useful in one classroom may not necessarily be useful in another. This study allows positive social change by providing information on how scripted reading programs can and cannot be used to improve male students’ reading performance.