Students with emotional or behavioral disorders (EBD) often present behavioral issues during academic activities. Reading is one academically challenging activity during which students with EBD often act out to avoid teacher demands. Students with EBD have variable results in reading achievement stemming from many different behavioral and learning aspects, including poor reading achievement or unpredictable motivation. However, when students have daily opportunities to be successful in reading and can monitor their progress, they are more likely to experience positive academic and social results. This article presents a case study based on actual student observations that demonstrates how special and general education teachers can use Peer-Assisted Learning Strategies (PALS) during reading instruction to improve the on-task behavior of students with EBD and improve reading comprehension. (Contains 4 figures.)