A case study of a child who was a part of a larger reading-practice research study is presented. Data analysis from the larger study yielded a strong effect size for children in the experimental group who used decodable text for reading practice. The pre- and posttest scores of one child included in the treatment were not used in the statistical analysis because his reading pretest scores were too low for inclusion as per the study design. The case-study child who was not included for statistical comparisons demonstrated many characteristics of an at-risk student. During the 4-week treatment many promising behavioral changes associated with resiliency were noted and are discussed in this article.