The Question Answer Relationship (QAR) literacy strategy was integrated into science instruction in a fourth grade classroom. Ten students who struggled with reading, including some who were diagnosed with a reading disability, participated in this study. Significant gains were made in reading by the 10 student participants in comprehending science expository text after a 4-week implementation period. The general education teacher showed an increase in her ability to assist these struggling students after receiving training and constant support over the 4-week instructional period. (Contains 2 tables.)