Many secondary-level students from culturally and linguistically diverse (CLD) backgrounds need to nurture their ongoing literacy growth to become independent, tenacious readers. Middle and high school teachers' use of direct and explicit strategies that are focused on culturally and linguistically responsive practices (e.g., use of relevant texts and other instructional materials, teaching strategies targeting fluency-building skills, and instructional grouping considerations) can facilitate improved reading behaviors. Classroom fluency opportunities encourage and strengthen vocabulary, reading comprehension, and higher level thinking. This paper discusses several strategies teachers can use to improve fluency skills of secondary-level students from CLD backgrounds.