The decline of academic achievement during summer is well documented and can result in a one-month loss of skills acquired during the school year. Summer slide can further contribute to a widening gap between low and high achieving readers. This instrumental case study explored a summer class for adolescent readers labeled as struggling. Participants were two educators and eleven focal students. Sources of data included interviews, audio recordings, field notes, and artifacts. The following themes emerged in the study: (1) Learner Fatigue with "Doing School", (2) Side Effects of Tracking, and (3) Constraint of Time. Ideas for improving summer school programming for middle school readers are provided.