This article reports research that examines the impact of fidelity to a scripted program in two third-grade classrooms. The data was drawn from a study conducted in an elementary school functioning under pressure from state and district policy to increase student standardized reading test scores. Thematic analysis was used to analyze observation data and document analysis was used to determine the teachers' adherence to the mandated program. It was found that fidelity to the program resulted in what the program recommended--presentation of information, round-robin oral reading of text passages, and completion of comprehension tasks--but questions claims made by supporters of such instruction. Findings point to the need for reconsideration of mandating fidelity to scripted programs that spend little time developing reading comprehension strategies. (Contains 2 tables.)