This report describes a program for improving students' reading fluency in order to become more proficient readers. The targeted population consists of first and second grade students in a growing middle class community located in the Midwest. The lack of fluent reading was documented through teacher observation and the calculation of how many words could be read correctly per minute. Analysis of probable cause data revealed that teaching reading fluency is a neglected aspect of reading instruction. A clear and comprehensive definition of fluency is needed in order for teachers to adequately understand its importance in reading instruction. Support is needed by teachers to facilitate fluency instruction in teacher education programs and literature and basal reading series. Reviews of curricula content and instructional strategies revealed a curricular overemphasis on word to word reading and exact word matching which inhibits the development of reading fluency. A review of solution strategies suggested by knowledgeable others, combined with analysis of the problem setting, resulted in the selection of instructional interventions. The students were engaged in repeated reading of text, auditory modeling, supported reading techniques, and direct instruction of reading fluency. A comparison of pretest and posttest results showed that the students improved their oral reading fluency. Students improved words read correctly per minute and fluent reading skills according to a fluency rating system. The teacher-researcher strongly recommends the use of instructional strategies to encourage the development of reading fluency in primary students. Contains 16 references, 1 figure and 2 tables of data. Appendixes contain pre- and posttest reading passages, Aulls fluency rating system, and student interview questions. (Author/SR)