This study examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Three teachers were trained in a 3-h workshop to develop individualized tutoring programs with parents. Following training, the teachers trained four parents to use individualized tutoring programs. A multiple-baseline design was used to evaluate the effects of teacher training on parents' use of evidence-based reading strategies. Students' ORF outcomes were also measured at pre and post. Following training, three parents showed immediate improvement in their use of evidence-base strategies. Parent tutoring produced some improvements in students' ORF. Results are discussed in terms of the importance of teachers engaging parents as active participants in their child's learning. Discussion focuses on the need for additional research in natural settings to more closely examine the conditions needed for successful implementation of parent-tutoring programs.