The International Reading Association (2003) has recently established new guidelines for graduate students enrolled in reading and literacy programs. These guidelines require graduate students to maintain direct contact with students during their coursework for advanced degrees. Field experiences support best practices in bridging the gap between theory and practice. The purpose of this article is to demonstrate how the S.T.A.R.S. program (Students and Teachers Achieving Reading Success) has been created to meet the guidelines from IRA for reading specialist candidates. This collaborative project between the university and the local school district has been designed and implemented to provide field experiences for graduate students, while providing instructional support for struggling elementary-aged readers. It is hoped that this initiative might provide a model for other university and school districts to provide low-cost instruction for elementary students during the summer months. (Contains 4 tables.)