This qualitative study was conducted to investigate the impacts of individualized, targeted, one-on-one instruction on beginning readers. Based on their grade level and identification as struggling readers, two Kindergarten students were chosen for this study over an eight-week period for tutoring in their respective homes. Data sources included benchmark reading assessments, oral reading fluency assessments, phonemic awareness assessments, lesson plans, and researcher observation notes recorded in a professional journal. Constant comparative analysis was used to analyze the data, which was compared, coded, and triangulated to find recurring themes. Findings revealed that students demonstrated an increase in reading accuracy and fluency through the direct instruction of using multiple word attack strategies to figure out an unknown word; students demonstrated an increase in accuracy and fluency from "cold read" to "warm read," after direct instruction in difficult words, teacher modeling expression and prosody, and 1-2 echo reads; and targeted instruction and teacher scaffolding yielded positive effects on comprehension and engagement. Suggestions for future research and recommendations for teachers and tutors are included.