Although fluency instruction is an essential part of teaching reading, there is limited information on providing this type of instruction with students who have physical disabilities. This article examines three case studies across two students, one with cerebral palsy and the other with both arthrogryposis and spina bifida. In the first study, the use of repeated readings with error correction was found to increase oral reading fluency. In the second study, the use of unison reading with error correction increased reading fluency across practiced and unpracticed passages. The third study used an alternating treatment design to compare the two types of fluency instruction, with unison reading appearing to more effective. Teachers are encouraged to implement fluency instruction with their students with physical disabilities, although further studies are needed. (Contains 3 figures.)