In this personal narrative, the author describes "READ 180," a framework designed to teach struggling readers. The READ 180 program is premised on surface-level skills. Students answer comprehension questions and spell words with a keyboard and a computer screen rather than a booklet, pencil, and paper. Describing her experience with one particular student, the author goes on to explain that, despite its usefulness, the READ 180 program is not enough. She has found that, in order to be a successful reading teacher, one must also be informed of the professional literature and current research and practice that encourage literate thinkers, as well as learning strategies that are effective and compensate for student strengths and weaknesses. Creating a curriculum that is responsive to the students and adjusting lessons according to the assessment of student learning is necessary. Also important is an awareness of the social forces in the community and at work--cultural differences, school structures and politics, and teacher variability.