A perennial challenge to second language educators and learners is getting sufficient input in settings where the L2 is not widely used, in this case beginning-level American university students learning Japanese. Reading is a significant means of getting L2 input, with recent calls for attention to reading and authentic texts as curriculum components for language learners at all levels. Nonetheless, L2 learners do not read much. This underscores a significant impediment, which is L2 learners' lack of reading fluency. Using a time-series design, this report focused on a theory-based reading fluency program called Repeated Reading in which learners read a text repeatedly both silently and with audio support (where a text is read aloud while learners follow along silently). Engaging in a moderate-intensity 23-treatment program over a full semester, 14 beginning Japanese language learners in a U.S. university increased their hiragana character and word decoding skills, and improved their comprehension. At the same time they reported using a variety of comprehension strategies, and feeling more confidence reading authentic Japanese elementary school texts. This report concludes with practical suggestions for implementing an RR program.