Although there is promising evidence for parent-tutoring strategies for improving oral reading fluency, such parent tutoring programs are not widely used in schools. This study examined the effectiveness of providing parent training in school settings using teachers as trainers. An evidence-based reading package including listening passage preview, repeated reading, error correction, and performance feedback was developed. Three first-grade teachers were trained using video-training, written instructions, and practice with peers. Eight parents reviewed a similar manual and video and then met with teachers to practice the strategies and develop a tutoring plan. Parents then implemented the reading fluency tutoring package at home for 8 to 9 weeks. Student progress was monitored weekly using curriculum-based measurement of oral reading fluency within an A-B design. Results show oral reading fluency improved when treatment fidelity was good. Future applications of evidence-based tutoring practices and considerations for implementation and sustainability in school-based settings are discussed. (Contains 2 tables and 2 figures.)