Reading Recovery (RR) is an early intervention program that addresses the needs of struggling readers in 1^st grade. Numerous studies support the positive effect RR has with struggling readers, but research is limited on the effects of RR with English language learners (ELLs). The purpose of this study examined the relationship between oral language proficiency of 1^st grade Hispanic ELLs and student achievement in RR. This study also determined if oral language proficiency predicted text reading level at the conclusion of this reading intervention. The theoretical framework of the study was based on the constructivist theory of learning. For this study, 57 participants were administered a pretest using Hearing and Recording Sounds in Words (HRSIW), Text Reading Level (TRL), and Record of Oral Language (ROL). The participants received RR intervention and then completed a posttest using HRSIW, TRL, and ROL. The same sample of students was used for both the pretest and posttest. Dependent samples t tests were conducted to assess if mean differences existed by time. Two multiple regressions were conducted to assess if level of oral language proficiency at posttest predicted student achievement. In each of the 4 analyses, the null hypothesis was rejected. RR intervention impacted 1st grade Hispanic ELLs’ oral language proficiency skills, resulting in higher posttest scores. This study contributes to positive social change by identifying and addressing the needs of Hispanic ELLs through embracing cultural diversity and language. Examining cultural diversity and language through appropriate assessments will provide an impetus to address the needs of all learners.