Many elementary schools across the United States are exploring the most efficient way to help at-risk readers. Pull-out programs, interventions that remove students from their mainstream classroom, have become one of the major tools for assisting students reach grade level proficiency. Up to now, little research has been conducted on this class of intervention to document any effects on student performance. This study, grounded in Vygotsky's social constructivist theory, investigated the effectiveness of a reading intervention program designed to assist at-risk readers with the needed skills and strategies to reach grade level proficiency. The quasi-experimental design compared 3 ^rd grade students who participated in a 3-month reading intervention program to a matched control group. The 49 students completed pre/post administrations of the Scholastic Reading Inventory (SRI) and Dynamic Indicators of Basic Early Literacy scores (DIBELS) to respectively assess changes in reading comprehension and fluency. Paired sample ttests were used to reveal that the intervention group demonstrated significant progress on both SRI and DIBELS measures, whereas the control group only demonstrated significant progress on the SRI. Independent sample ttests of pre/post change were then used to confirm that the Soar to Success program had a significant impact on DIBELS oral reading fluency, but not on SRI comprehension scores. Implications for positive social change include identifying the best strategies to assist struggling readers attain higher reading achievement scores.