This article argues that successful implementation of Reading Recovery requires a systematic plan to ensure that everyone at the district level, school level, teacher level, and parent/home level understand the goals and benefits of the program, including school board members, community members, central office administrators, principals, teachers, and parents. It describes how, in the author's Texas school district, they have implemented a Reading Recovery Advisory Board, principal's meetings, School Literacy Teams, and parent awareness sessions as vehicles to accomplish this. The article discusses how each of these groups specifically impacts the success of the Reading Recovery program. In general, it argues that these regular group meetings promote understandings, provide opportunities for continuous dialogue, and refine thinking about the lowest achieving children, whose successes are continually placed before these groups. (SR)