Reflect on something you do well, something at which you are an expert. It may be cooking, playing tennis, teaching children to read, or a range of other activities. When asked to do this activity, you probably approach the task with confidence, knowing what you need to do and how you are going to do it. You can assess your own success and if you run into difficulty, you competently find a solution. In addition, you probably can tell others what they are doing right or wrong in relation to this task. It is likely you gained this expertise because, for some reason, you were motivated to practice repeatedly over a long period of time. In our work with teachers and students, we have been focusing on developing an instructional setting that fosters expertise. In such an environment, students understand what they read, learn strategies to improve their reading, feel successful, and are motivated to practice. We have been especially interested in using repeated reading as an instructional strategy to develop fluency (i.e., smooth, accurate, natural, expressive reading) with beginning readers as well as with less proficient readers. This deceptively simple rehearsal strategy involves multiple readings and provides substantial practice in reading connected discourse. It enables novices to feel like experts as they acquire fluency.