Fluent oral reading is essential for success in elementary school. In this study, we investigated the effectiveness of enhanced reading fluency instruction for struggling readers. In a response-to-intervention context, the effort represented a primary intervention available to all students but provided only to those judged likely to need additional more intensive instruction to achieve success in school. In this article, we describe the foundations for the intervention, share outcomes of implementing it in elementary school classrooms and compare them to those achieved with other more intensive pull-out instruction, and review lessons learned from our efforts to improve fluency within the context of response-to-instruction. We also provide guidelines for use in developing and using the intervention in other classrooms.