This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a unique case: Her focus on supporting students with reading comprehension utilizing an instructional model described as "talking about books" varies from typical practices used by special educators. Passionately articulating the importance of teachers assuming responsibility for the learning of students with LD, Wendy simultaneously attributes limitations in her own students' growth to the complexities of text at the intermediate level. Implications for extending research and refining practice are presented in conclusion. (Contains 2 tables and 1 note.)