Eighty-three students enrolled in general education classrooms and 62 Spanish-speaking English language learners (ELLs) enrolled in bilingual education classrooms were assessed in reading English three times a year using curriculum-based measurement. Fluency in Spanish passages was also assessed for Spanish-speaking ELLs in the bilingual education program. Results showed that Spanish-speaking ELLs read less fluently on English passages than general education students across grades and across testing periods. When general education students reading in English and Spanish-speaking ELLs reading in Spanish were compared, general education students read more fluently in English than Spanish-speaking ELLs did in Spanish. In addition, general education students made more gains over time in reading English than Spanish-speaking ELLs reading in Spanish. These findings suggest that curriculum-based measurement can be a viable methodology for evaluating the rate of progress of Spanish-speaking ELLs in bilingual education programs. In addition, the study points to the need for more research to determine the expected rates of gain in reading among Spanish-speaking ELLs in both English and their native language. (Contains 3 tables and 2 figures.)