A study was designed to help teachers discover which tools best predict future success in reading proficiency. It sought to find out whether commonly used reading assessments and/or measures of oral reading fluency could predict reading proficiency as measured by a standardized criterion-referenced achievement test of reading. In the first semester of the school year, each of 52 fifth-grade participants was given the Gates MacGinitie Reading Test, San Diego Quick Assessment Test, Curriculum-Based Measures of oral reading fluency, Ekwall Comprehension Questions, and the Multidimensional Fluency Scale. Each of these five scores served as a predictor variable. In the second semester, each of the 52 students was administered the Oklahoma Criterion-Referenced Test of Reading (fifth-grade level), a criterion-referenced test based on the Oklahoma Priority Academic Student Skills (P.A.S.S.). This score served as the criterion variable. Four of the five predictor variables accounted for a relatively robust amount of the total variance; these four variables alone may be useful in predicting reading proficiency. The most robust values of the variance explained were found using combinations of two, three, and four predictor variables; choosing from these might provide a more powerful prediction tool. Finding the most effective method of predicting proficiency depends on several factors: school needs, nature/appropriateness of the test, expertise of the administrator, cost of the test, time, etc. The study should be replicated to verify the results. It should also be replicated with a larger sample. Additionally, future research could examine other prediction aspects. (NKA)