Teachers can potentially address reading comprehension deficits in a content area, such as science, by using the students in their classrooms as resources. We examined the effects of a class-wide partner reading intervention with science reading materials on a measure of content comprehension skills. A total of 65 fourth-grade students and 61 fifth-grade students in one urban elementary school participated. Preintervention reading scores were used to create heterogeneous dyads, and researcher-generated maze probes were used as pre- and posttest measures of growth. All students demonstrated increases in the number of correct responses after 2 weeks. Potential implications, suggestions for future research, and limitations are considered.