Concern about the state of literacy instruction in America's classrooms has recently exploded. As a result, policymakers, school system leaders, and teachers have increasingly sought to remake how children learn to read in order to improve literacy outcomes--a pursuit that has gained heightened urgency in the aftermath of the pandemic. This work, often referred to as the "science of reading," has taken many shapes, but all emphasize the use of phonics-based instruction and early intervention to improve early readers' foundational literacy skills. This report considers Oakland Unified School District's (OUSD) efforts to reimagine early literacy instruction to improve student outcomes and close gaps between historically marginalized students and their peers. This report presents findings from an in-depth look at early literacy tutoring in OUSD. This report sets out to understand the key features of the literacy tutoring program in practice, to examine the school- and districtwide conditions that shaped its efficacy and sustainability, and to explore how tutoring shaped students' literacy outcomes. Conclusions are based on a mixed-method study that included interviews with school and partner staff, a survey of literacy tutors, and and analysis of data on students' literacy outcomes. [This project was made possible by the generous support from The Oakland REACH.]