Data-driven instruction is simply good educational practice. In the deaf education certification program--which confers master's degrees in education at Valdosta State University, Georgia, through a variety of online options--the professors address this issue directly with graduate students, all of whom are teacher candidates. One of the ways they do so is through a required "reading action research project." Part of the Methods to Teach Reading and Writing to Deaf Students course, the reading action research project requires that the teacher candidates engage in an inquiry-focused process that includes planning, acting, observing, reflecting, and revising. The project, which is presented in this article, is carried out within the real world of teaching reading to deaf and hard of hearing students. It challenges teachers to collect data across literacy tasks, analyze it, and use it to determine the effectiveness of their interventions or instructional strategies.