Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. This study examined the effect of a repeated reading intervention in conjunction with an emperically valid reading program on the reading fluency of junior high students identified with E/BD. First, the teacher implemented the Corrective Reading curriculum on a classwide basis. Next, a multiple baseline design across student groups was used to evaluate the impact of a repeated reading intervention on various fluency measures. Data showed increased reading fluency following the implementation of the repeated reading intervention. Limitation and future directions are discussed.