Students with attentional difficulties are at greater risk for reading difficulties. To address this concern, we examined the extent to which adding a mindful breathing exercise to individual reading fluency interventions would improve gains in reading fluency, student-reported attention, and student-reported stress. In a restricted alternating design, four students in grades 3-5 with teacher-reported difficulties in attention and reading participated in 12 intervention sessions that included reading fluency instructional strategies only or a mindful breathing exercise plus reading fluency instructional strategies. Based on visual and Bayesian analyses, there were no differences in within-session gains in reading fluency between conditions; however, one student had greater self-reported attention and less reported stress in intervention sessions that included the mindful breathing component. Implications of the study for future research integrating mindfulness practices in academic interventions are discussed.