A primary responsibility of general and special educators is to teach students how to read. In inclusive classrooms, paraprofessionals are frequently utilized to support literacy instruction. Paraprofessionals can be employed to help improve the reading skills of students with disabilities and those who are considered at risk. This article outlines commonalities from the body of literature discussing circumstances in which paraprofessionals were used successfully to improve the reading skills of students. The commonalities examined include situations where (a) paraprofessionals were used for supplemental rather than primary instruction, (b) research-based reading approaches were used so that paraprofessionals were not inappropriately asked to pedagogical decisions, (c) paraprofessionals were explicitly and extensively trained in the researched-based reading approach, (d) paraprofessionals were explicitly trained in behavior management, and (e) teachers and special educators provided paraprofessionals with ongoing monitoring and feedback regarding their instruction. Each of these commonalities is addressed and other practical considerations also are shared and discussed. (Contains 1 table.)