The purpose of this article is to outline the implementation of a summer reading project targeted at middle school students with identified reading deficits and behavioral concerns called Pathway to Graduation (PTG). The project was a collaborative process between a school district, local university, and department of mental health. The students who participated in this pilot project were nominated by teachers, assessed to meet specific qualifications, then received six weeks of reading intervention to improve their reading performance in conjunction with a social support component to address motivational and/or behavioral difficulties that often accompany reading deficiencies.