Paraprofessionals are critical to special education service delivery in inclusive classrooms where they are used to support teachers in reading instruction. This qualitative case study examines the use of paraprofessionals in reading instruction in an adolescent reading program. The study focuses on their roles, training, and the feedback provided. Triangulation of data was achieved through the use of document analysis, direct observation, and interviews with the paraprofessionals, supervising teachers, and the school principal. Findings indicated a need for clarification of paraprofessional roles, individualized training and feedback, and shared planning. Attention to these issues is critical in an era of shifting service delivery models. (Contains 5 tables.)