Finding efficient and effective means for promoting accurate delivery of research-based instruction is critical to ensuring that RTI is an effective system for intervening with students at risk for academic failure and identifying students with learning disabilities. The results of this study suggest that fluency training for paraprofessionals is a potential means to increase the efficacy and efficiency of professional development. Five hours of training resulted in increased praise and error correction accuracy. However, effects on students were more subtle or unclear. Future research could determine if more training or changes in measurement methods could enhance the effects or ability to detect effects. Administrators who would be responsible for continuing the use of this training in the future rated the feasibility highly. In addition, participants rated the training as acceptable and useful to them (O’Keeffe, 2009). This study suggests a practical approach to improving professional development for paraprofessionals working with students at risk for reading disabilities within an RTI system.