The authors compared the effects of two sight word fluency drills (i.e., reading racetrack and list drills). They used a repeated acquisition design across 8 second-grade students identified as at risk for reading difficulties. More participants performed better when they read words on the reading racetrack than on the list; however, results were mixed. The study also showed that the participants preferred the reading racetrack over the list. Findings indicate that teachers should consider using the racetrack drill as part of supplemental reading instruction, particularly when student motivation is a factor. Suggestions for practice and future research are discussed. (Contains 8 figures and 3 tables.)