This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic Awareness, Reader Response Journal, Character Perspective Chart, and Self-Questioning. Data collection included field notes, audio tape recordings, assessment and evaluation tools, and participant work samples. Findings suggest that a melding of literacy strategies worked in concert to enhance reading fluency, reading comprehension, and reading enjoyment for the participant. A Character Perspective Chart is appended. (Contains 13 figures.)