The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities (N = 7). Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found between the mean gains and losses of the control group (M = -9.5) and the intervention group (M = 4.25). Student attitudes and engagement were reported using fieldnotes collected by the teacher-researcher. Percentages of student attitudes and engagement were calculated, and the results revealed that students in the treatment group were more engaged and had more positive attitudes than students in the control group.