This study describes the evolution of an exemplary Title I reading program in a rural elementary school. The key element in the program was a knowledgeable reading teacher who worked directly with children and also supervised the tutoring efforts of others (teacher assistants and community volunteers). A snapshot of longitudinal test data showed that out of 12 children identified as at-risk readers in first grade, 7 achieved grade-level reading status by the end of third grade and 2 more were less than one year below grade level. The following are appended: (1) Oral Reading Passages; and (2) Reading Achievement Levels for the 22 Children. (Contains 3 tables and 2 figures.)