Reading problems are among the most prevalent concerns for general and special educators who teach culturally and linguistically diverse students with learning disabilities. In this study, 60 students with serious reading problems were taught word recognition and comprehension skills using the Failure Free Reading Program. This intervention is based on effective teaching principles identified in successful reading programs. Key steps in the program included (a) previewing the story, (b) listening to the story being read, (c) presenting content from the story, (d) reading the story, and (e) reviewing the story. Improved performance in letter and word identification, word attack skills, reading comprehension, and dictation were observed after intensive intervention procedures were implemented. The results showed that discrepancies between intellectual ability and reading achievement decreased in more than half of the students. Discussion is focused on the implications of the Failure Free Reading Program as an effective intervention program for improving the reading achievement levels of ethnically diverse students with learning disabilities. (Contains 3 tables.)