This study examined the nature of the partnership between clinicians and parents of two struggling readers at a university reading clinic. Research questions sought to examine the roles of the clinicians and parents in the reading clinic and the ways, if any, their partnership facilitated reading improvement of the children involved. Data were collected through multiple sources and analyzed inductively. The results indicated that after semester-long tutoring, the two students improved in their attitude toward reading and actual reading levels. The improvement was attributed to both intensive tutoring and effective partnership with parents.