The low achievement rates of certain groups of students have become an increasingly perplexing problem for American educators. Since reading development and achievement in mathematics are particularly crucial and are scrutinized by educators and the public, educators are eager to find curricular programs and teaching approaches that help all students to succeed. This study evaluated the efficacy of a particular literacy program designed to increase the academic achievement rates of low achieving students. One purpose of this study was to examine the implementation and effectiveness of a Reading Styles literacy program at a single school site. A second purpose of this study was to compare the achievement scores of traditionally underachieving African-Americans and Hispanic-Americans from the Reading Styles program school, and a sample of matched students from the same school district. This study utilized a case study research design with ex post facto elements. The implementation of the Reading Styles program was successful given the achievement growth of the experimental students over their district control group counterparts in reading and math applications, in most instances. Teachers in this study were given extensive training and feedback while they worked as a staff to change their teaching styles. As a result, they created classroom environments where students were more motivated to read, were given more informal work areas in which to complete work, and had ample opportunities to do their work within their preferred style, such as tactile or kinesthetic. Also, the achievement growth of the experimental school students might have been more extensive had all the teachers fully implemented the program across all subject areas.