The purpose of this qualitative case study is to investigate the extent to which supplemental education service programs deliver instructional practices in Language Arts to upper elementary students with learning disabilities. The problem addressed the extent to which having experienced and trained personnel able to ensure students’ IEPs are in close alignment with supplemental education service instructional plans is essential in improving student achievement for upper elementary students with learning disabilities and the challenges managers and school coordinators have when providing services to students with learning disabilities. With a significant amount of importance being put on the percentage of students scoring proficient on state English/ Language Arts test supplemental education services has become and continues to be a valuable resource for educational leaders, teachers, administrators and parents in the plight to hold schools and teachers accountable under the No Child Left Behind Act of 2002 current accountability system. This qualitative case study will explore the challenges one Virginia school district faced when providing supplemental education services to upper elementary students with learning disabilities. The research questions addressed the challenges SES managers and school coordinators face when providing SES services to students with learning disabilities. The research methodology includes a qualitative case study design which investigates the relationships and patterns through the experiences of participants. A qualitative methodology was selected to obtain a better understanding of the experiences and perceptions SES managers and school coordinators face when providing SES services to students with learning disabilities. This study will explore the need for experienced personnel who are prepared to ensure that the students with learning disabilities SES plans are in closer alignment with their IEP. The results of this study could assist supplemental education services and schools with collaboration through networks, partnerships, and alliances within and beyond the school setting in gathering a broader extensive knowledge of learning strategies for students with learning disabilities in supplemental education services programs.