The purpose of this action research project report was to increase reading fluency for 38 third-, fourth-, and fifth-grade students. The teacher researches collected data from a Parent Survey (n=26), Student Survey (n=38), Teacher Survey (n=12), and Teacher Interviews (n=4) for a total of 80 participants. Data was collected from September 8, 2011 through September 16, 2011. Children's struggles with fluency were apparent through observation of student's fluency rate data which was obtained through a review of student records. Further evidence of the problem was exhibited in the results of Student and Parent Surveys. These offered greater insight into parent and student opinions of reading practices in the home in relation to student reading achievement and the level of understanding of class work. Teacher Surveys and Interviews were also helpful in defining problems such as a lack of an effective fluency curriculum which contributed to difficulties with reading fluency. A repeated reading strategy was implemented as a means to increase the reading fluency rates of students. The repeated reading intervention was structured around a daily fluency routine that was implemented during small group reading. The weekly fluency routine included timed pre-tests, teacher models, choral reading, partner reading, error correction and feedback, and timed post tests. It was found that the repeated reading strategy was effective in increasing the fluency rates of students who participated in the intervention. Data collected throughout the 11-week intervention showed an overall average gain of 25 words per minute for all students (n=38). This result was mirrored by the participants (n=37) with an average gain of 15 words per minute from pre- and post-fluency assessments. In conclusion, this repeated reading strategy was an effective way to increase both the speed and accuracy of reading for general education students, as well as students receiving special education services. Six appendixes include: (1) Student Survey; (2) Teacher Survey; (3) Teacher Interview; (4) Progress Monitoring Chart; (5) Sample Reading Passage - District Curriculum; and (6) Teacher Researcher B's Intervention Group Schedule. (Contains 12 tables and 21 figures.)