This article describes an intervention program designed at a small rural school in Western Maryland to help word callers (students who can decode words easily but seem unable to comprehend). The ultimate goal of this program was to teach these children to become reflective readers with the confidence to participate in literature discussion groups with peers. The program was divided into three phases: (1) Attending to metacognition; (2) Addressing comprehension strategies; and (3) Fostering literature discussions. Although no formal data collection occurred, changes in behavior, performance, and attitude within both the group and the classroom were observed.