General education classrooms are increasingly diverse as students with and without disabilities learn alongside one another. At each level, all students are learning to read and reading to learn standards-based content. A worry among some general and special educators who otherwise support the principles of inclusive education is what to do about the differences in academic levels between students with and without disabilities. This question is raised frequently in regard to reading instruction. This article makes a case for the use of 1:1 instruction that is often delivered in the general education classroom as a model for providing students with disabilities with access to specialized assistance.