We were asked by Merit Software to conduct a quasi-experimental research study to evaluate the effects of its reading software on middle school students. Because the No Child Left Behind Act emphasizes the importance of evidence-based interventions and has set improving students reading comprehension as a goal, we agreed to take on this project. Scores from the Stanford Achievement Test, Ninth Edition (SAT-9) for both the treatment and control groups were compared for 2002 and 2003. Our findings showed achievement gains associated with each of the nine SAT-9 dependent variables we measured.