This study examined how to propel the independent learning process of young adults through the development of learning awareness and personal commitment to improvements in reading. Preservice middle and secondary teachers enrolled in an undergraduate literacy course provided one-on-one tutoring for seventh-grade struggling readers from an urban school district. Using literature chosen by the adolescents, the tutors employed literacy strategies they learned in class to develop and improve the adolescents' literacy skills.This project provides some initial support for the conclusion that tutoring programs that have choice, control, flexibility, and an emphasis on building relationships can help adolescents develop an awareness of their own literacy learning and foster persistence and commitment in learning more. The adolescents expressed awareness that tutoring contributed to improvement in their reading and their performance in content area classes. The majority stated that they wanted to continue in the program the next school year. It is possible that student choice may be a significant factor in adolescents' participation in such a program. The instructional delivery of learning how to be better readers by reading something of choice and interest could also have been a factor in the success of the program.