This study sought to find if the implementation of the strategy of goal setting and reflective portfolios would improve reading comprehension among long-term English learners (LTELs), which in turn would impact their FastBridge aReading scores. LTELs have difficulty reclassifying, resulting in negative outcomes regarding graduation rates and college readiness. To reclassify, students must pass the English Language Proficiency Assessment of California and do well on the FastBridge aReading assessment. The scope of this study was limited to improving students' reading comprehension skills using SMART goals and reflective ePortfolios. Creating SMART goals engages students in metacognition as it is a template that requires students to monitor, evaluate, and reflect. In this study, the goals were specific to their reading skills. As a reflective piece of goal setting, ePortfolios were used to develop metacognition. Since goal setting seeks improvement and progress, students engaged in a growth mindset. Two seventh-grade English language development classes participated in the study to examine this intervention's potential, one as a treatment group and one as the control group. A two-way repeated measures ANOVA was used to determine if there was a significant difference between pre-test scores on the Winter FastBridge aReading assessment and the Spring FastBridge aReading assessment as a post-test. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]