The Reread-Adapt and Answer-Comprehend (RAAC) intervention has been demonstrated to improve the reading achievement of students with reading disabilities. This case study examines the impact of the RAAC intervention on two students with reading and behavioral difficulties. Results indicate that the RAAC intervention has the potential to be effective for students with behavioral difficulties. Its effectiveness may be enhanced with the addition of a behavioral or motivational instructional component. (Contains 3 tables.)