The effects of fluency intervention strategies on students fluency rate, comprehension, and word identification were the focus of this study. Both the experimental and control groups were first grade classes, taught by the same teacher, at Elder Primary School in Sandersville, Georgia. The study was conducted over a 15-week period. The results of the study were inconclusive. While the experimental group showed expected progress in comprehension, fluency rate, and word identification, there was no statistical difference in the achievement of both groups. Further research could be conducted to explore the effects of fluency instruction on the achievement of first graders. (Contains 1 table and 1 figure.)