The purpose of the research was to examine the achievement and classroom conditions in a reading program designed to closely follow the ten Renaissance Learning Accelerated Reader guidelines. The study compared this intervention to the current level of implementation of Accelerated Reader in the same class. The intervention occurred over one nine-week period in a seventh-grade reading class. Twenty-three students and one language arts/reading teacher participated in the research project. The study included STAR pretest and posttest, teacher self-assessment checklist, teacher interview, student survey, and teacher log entries. Students were surveyed upon the completion of the project. Based upon the survey results, students felt they were better readers by participating in the Accelerated Reader program. STAR test results indicated a gain during the nine-week period. The language arts/reading teacher indicated her level of implementation of each goal via the checklist, interview, and log ent ries. She indicated that she was able to implement partially or fully nine of the ten recommended guidelines. The results of the study were communicated to the learning community in three phases. The first phase involved a general meeting with the entire faculty and staff to provide reinforcement of the professional training they received in the fall. A language arts/reading teachers meeting concerning the Accelerated Reader program was phase two of the communication. The third and final phase occurred with sharing of the STAR growth report. The material found in the report along with reward students received for meeting 100% of quarterly reading goal sparked interest in colleagues. During each of these phases, a seed was planted to encourage other staff members to correctly implement the Accelerated Reader program using the ten recommended guidelines.