Since 2013, the Notice and Note signposts have become an increasingly popular method of teaching close reading strategies, yet little research has been conducted to evaluate whether the signposts are more or less effective in improving reading comprehension and critical thinking skills than other close reading methods. The study attempted to identify whether or not the Notice and Note signposts are a successful means to teach close reading. As the theoretical lens, the study wove together cognitivism, constructivism, and 21st-century skills, through the use of metacognition and situational leadership. The purpose of the qualitative exploratory case study was to identify how educators at a suburban middle school in the midwestern United States taught the Notice and Note signposts and examine teacher perceptions about how the signposts affected seventh- and eighth-grade students’ reading comprehension and critical thinking ability. The feedback of all 10 seventh- and eighth-grade English language arts and special education teachers (N = 10) at the research site was examined. Data were collected and triangulated through video interviews, field notes, and sample assignments. Data were analyzed through transcription and a coding process to reveal mostly positive themes and beliefs. The findings from the study can be used to lead others to understand middle school teachers’ perceptions of the Notice and Note signposts as a close reading method. Additionally, the findings can prompt educators to teach the signposts as the primary tool for improving critical thinking and reading comprehension, which better prepares students for the reading encountered throughout adolescence and adulthood.