The ability to read is the gateway to success in modern knowledge-driven societies. Thus, it is vital to make sure that no child is left behind in his or her endeavor to acquire the cognitive processes needed to understand age-appropriate texts. One significant milestone on the way to reach proficiency in this respect is memorization of certain frequently used whole words. Foreign language students and those with learning disabilities are especially at risk for failing to master the various intermediate steps toward text comprehension, the ultimate goal of reading instruction. Reading racetracks are a promising technique to help even very challenged children improve their sight word fluency. In the present study, we examined the benefits of this approach with three learning disabled students from a German elementary school who spoke German as their second language. A multiple baseline design (AB) was used to assess the effectiveness. During the intervention, all three participants significantly improved their speed of naming sight words. The results indicate that sight word fluency can be increased with very simple means. A discussion and implications for practice and further research are provided.