The purpose of this study was to determine what impact a No Child Left Behind (NCLB)-related afterschool tutoring program had on reading achievement of elementary students in a Mississippi rural school setting. The research questions that guided this study were (1) Is there a significant difference between the 2008 and 2009 Mississippi Curriculum Test, 2nd Edition (MCT2) language arts scores of elementary students who participated in a NCLB-related afterschool tutoring program in a Mississippi rural school setting? and (2) Is there a significant difference between the 2009 MCT2 language arts scores of elementary students who participated in a NCLB-related afterschool tutoring program and those students who did not participate in a NCLB-related afterschool tutoring program in a Mississippi rural school setting, while controlling for 2008 MCT2 language arts scores? To address the research questions, a causal comparative research design was used. The researcher collected the state's language arts scores of 2008 and 2009 for elementary students who participated in the afterschool tutoring program and performed a paired sample t-test to answer research question one. To answer research question two, the researcher collected the state's language arts scores of 2008 and 2009 for elementary students who participated in the afterschool tutoring program and for eligible students who did not participate in the afterschool tutoring program and performed a univariate analysis of variance. The results of this study were twofold. The scores of the participants improved. Results of the paired sample t-test analysis indicated a significant difference in the scores between the 2008 and 2009 MCT2 language arts. On the other hand, results of the univariate analysis of variance indicated that there was no significant difference between the 2009 MCT2 language arts scores of participants and nonparticipants. Recommendations for further research include conducting an experimental research design on afterschool tutoring and reading achievement in a rural school(s), analyzing parental involvement while conducting research on afterschool tutoring and reading achievement in rural schools, and observing and comparing a regular classroom setting while conducting research on afterschool tutoring and reading achievement in rural schools. [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.]