Despite the attention being paid to the achievement gap of minorities, the regulations and laws being enacted, the research being conducted, and the funding made available to narrow the achievement gap, there is evidence that shows it still exists for American Indians. This study examined the effects of Reading Recovery, an early literacy intervention, on the achievement gap of American Indians and their non- American Indian peers. Reading Recovery data from a training center encompassing a five state region were analyzed to determine the effects on the achievement gap. Two subtasks of the Observation Survey of Early Literacy Achievement were used to measure achievement at the beginning and end of the first-grade year of American Indian and non-American Indian students who had participated in Reading Recovery. Results of t tests of the mean scores in the fall indicated that the American Indians scored lower than the non-American Indians on both tasks. Differences in fall scores between groups were accounted for by adjusting spring scores using analyses of covariance. Differences in adjusted mean spring scores between the two groups were not statistically significant except for one subtest in one year out of the five years studied, showing that Reading Recovery narrowed or eliminated the gap for both American Indian and non-American Indians. Both groups started in the below average range in the fall and were at the average range in the spring after an intervention of 20 weeks or less. Students who start behind must experience accelerated learning in order to catch up with their peers and reach the average of their class. While both groups experienced accelerated learning, the American Indian students actually accelerated at a faster pace than their non-American Indian peers as evidenced in their higher spring mean scores and adjusted mean scores on one or the other of the subtasks during four of the five years studied. This study examined two groups that narrowed the achievement gap and compared how alike/different their journeys were. This adds to the research base confirming positive benefits of Reading Recovery with minority students (Batten, 2004; Rodgers, Wang, & Gomez-Bellenge, 2004). Reading Recovery helps close the achievement gap of minority and majority students and the gap between them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]