The purpose of the current study was to determine interrater reliability (IRR) of Oral Reading Fluency (ORF) Curriculum-based Measures (R-CBM) when used with Spanish-speaking English Learner (EL) students. The ORF R-CBM probes obtained from AIMSweb are measures of a student's reading accuracy skills and reading fluency skills. Certified school psychologists who have graduated from The Pennsylvania State University School Psychology program, current school psychologists in the field, and current school psychology students and faculty from various other graduate training programs were recruited as raters. Participants were asked to score several ORF passages twice. During the first round of scoring (T1), raters followed the standard directions provided by the AIMSweb program. About two months later (T2), raters scored the four additional passages using more comprehensive instructions that targeted issues presented by EL students. The sample demographics and the distribution of ratings for the ORF passage for both administrations were analyzed (e.g., M, SD, range). IRR was calculated for T1 and T2 using the two-way, random-effects intra-class correlation (ICC) approach. Lastly, the average difference and consistency for passages between T1 and T2 were tested for significance using a two-way, mixed-effects model. A total of 35 raters scored 8 EL student passages over both administrations, resulting in 70 ratings. Overall, good to excellent interrater reliability emerged when scoring the ORF R-CBMs for both T1 and T2, indicating statistically significant IRR indices (p < 0.05). Results provide evidence to support the use of R-CBMs with Spanish-speaking EL students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]