This report outlines a program for improving reading fluency. The targeted population consisted of second and third grade students from three separate communities located in suburbs of a major metropolitan area. The need for fluency improvement is documented through teacher observations, reading fluency assessments, standardized reading test results, and a reading attitude survey of the students themselves. Analysis of probable cause data revealed that fluency is not taught as a component of reading programs. With most reading instruction focusing on comprehension and vocabulary, the oral fluency piece does not develop enough for students to view themselves as readers. This may negatively impact student attitude toward reading. Analysis of instructional strategies revealed less emphasis on fluency practice, thus creating a pattern of poor fluency contributing to students' poor self-identification as readers. A review of solution strategies suggested in literature on the topic combined with an analysis of students' needs resulted in the selection of four intervention strategies: fluency modeling, paired reading, repeated reading, and dramatization. These four strategies provided a very balanced approach to address the issue of fluency. The intervention strategies contributed to substantial gains in students' reading fluency. The students' attitude toward reading improved and they became much more enthusiastic about reading aloud. (Contains 25 references, and 6 tables and 3 figures of data. Appendixes contain a teacher's pretest/posttest recording sheet, a student pretest/posttest graph, and the student reading attitude survey.) (Author/RS)