Educators need to utilize evidence-based instructional strategies that effectively support the needs of English Language Learners (ELLs). Reciprocal Teaching (RT) (Palincsar & Brown, 1984) has a wide body of research that demonstrates its effectiveness when introduced to students in general education and special education settings (DaSilva Iddings, Risko, & Rampulla, 2009; Williams, 2010). However, research on the effects of RT with students identified as ELLs is more limited. The four components of RT include question generation, summarizing, clarifying, and making predictions about texts. This single subject study, utilizing an A-B-C changing criterion design, addressed two research questions to determine the effects of an RT intervention on ELLs' comprehension of social studies text. Hispanic student-participants were all identified as ELLs, and research questions included: (1) Can RT increase ELLs' comprehension of expository material?; and (2) Is there a difference between whole group, teacher-guided RT approach versus small group, student-led RT approach? Although the level of English proficiency for student-participants in this study varied, results demonstrated that both ELLs showed academic gains on researcher-designed assessments. Reciprocal teaching strategies, results of this study, and limitations will be discussed further, with implications for future research.