This study evaluated the overall reading achievement of African American (n = 42) and White (n = 21) sixth grade students in an urban Midwestern school, after their teachers' engaged in culturally proficiency training provided by The Minnesota Humanities Center. Data for students in the study was collected for comprehension levels or acuity (CTB/McGraw-Hill, 2010), text gradient levels (Fountas & Pinnell, 2008), and oral fluency levels (Berglund & Johns, 2006; Fountas & Pinnell, 2008) during year two of their teachers' participation in the training. There was significant improvement from the beginning to end of the study by both groups of students, and there was a significant difference between groups in oral fluency. African American and White students' results overall indicated steady growth in reading acuity as a measure of comprehension, guided reading or text gradient, and oral fluency levels; however, the achievement gap has not been bridged at this point. After two years of culturally proficient training, results indicate movement in the direction of positive progress for all students, and some narrowing of the achievement gap through gains made by African American students. This research may add to the knowledge of cultural proficiency programs, pre-service teacher college programs, school districts' staff development training, and reading pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]