For many English Learners (ELs), access to post-secondary education has been limited. Of particular concern to post-secondary educators is that lack of access has been attributed in part to deficits in reading proficiency. Many postsecondary education programs do not adequately differentiate and scaffold instruction, suggesting that these are areas where postsecondary professionals can target change. In response to this need to differentiate instruction (DI) and scaffold supports in the postsecondary classroom, first the authors share definitions of the two terms. The reading intervention described herein not only allows for DI, but it also includes scaffolds to support students' reading comprehension to ensure that they can access the same critical readings as their classmates. This reading intervention is designed to move students towards greater independence in terms of their reading skills based on the targeted nature of the components of the intervention.