In this article, school based interventions for reading are examined. A recent trend in academic intervention has been to utilize the method of brief experimental analysis (BEA) in order to select intervention components. This method allows for the direct comparison of two or more interventions in a quick, efficient manner. The goal of brief experimental analysis (BEA) is to increase student success by selecting an intervention for implementation based on data that suggest its effectiveness with a particular student. The participant was a 14 year old, African American male enrolled in a middle school self-contained classroom in a rural school district in the Southeastern United States. In order to gain a better understanding of what interventions were likely to benefit the student's fluency problems, a BEA was conducted. Components of the BEA included repeated reading with immediate corrective feedback, listening passage preview, goal setting, motivation, and Elkonin cards. Results showed an immediate increase level but variable downward trend in words correct per minute (WCPM) to below baseline levels until session 28, and a decrease in WCPM during the intervention's withdrawal at session 50. Overall, these finding suggest that the unlimited time repeated reading with immediate corrective feedback plus phonics/phonemic awareness was the most effective intervention for improving fluency for the student. These findings are consistent with the literature that suggests that older students with reading difficulties benefit most from interventions that address multiple components.