The researcher/author developed, out of necessity as a teacher, an alternative method to teach reading to a classroom containing students with learning disabilities. A study sought to determine whether the "Achieve" reading curriculum is an effective instructional methodology for increasing the reading achievement of seventh-grade students with learning disabilities. If the curriculum is effective, a new way of viewing reading instruction for students with learning disabilities will result. With this new paradigm, the student with learning disabilities will be provided an opportunity to succeed in reading. The specific research question was whether the "Achieve" reading curriculum will increase the reading achievement in a selected seventh-grade special education classroom (n=10) in a Louisiana middle school. Concept/theory based sampling was used. The classroom was observed and interviews were conducted, and qualitative content analysis was conducted to determine if certain patterns or themes were recurring in the data. Data analysis yielded six recurring patterns/themes. Findings suggest that this curriculum increased the reading achievement of middle school students with learning disabilities in one Louisiana classroom. The six themes show why such a conclusion can be reached. The Achieve Reading Curriculum is appended. (Contains 48 references.) (NKA)