Repeated readings (RR) is an evidence-based instructional technique in which students read the same text multiple times. Currently, little is known about how effects of RR may differ based on students' achievement levels. Eye tracking provides a means for closely examining instructional effects because it permits measurement of subtle changes that occur during RR. The current study measured changes in the reading behavior of second-grade students who were divided into two groups of 22 students each based on their reading achievement levels. Participants read a grade-level passage embedded with low- and high-frequency target words four times in a single session while their eye movements were recorded. Findings replicated those of previous research, suggesting that RR facilitated reading for students in both groups, particularly on low-frequency target words. Results indicated both similarities and differences in patterns of performance between lower and higher performing readers. Additionally, results implied that effects were greater for lower performing readers because they made greater improvements on high-frequency target words, whereas effects were diminished for higher performing readers. The findings have implications for improving future eye movement research investigating young students' reading and the efficiency of RR in the classroom.