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Purpose – To share a model of preparing special educators to teach reading to students with mild-to-moderate disabilities.

Design/methodology/approach – The authors describe a specific model for preparing special educators to teach reading.

Findings – Data are provided regarding the effectiveness of this model of special education teacher preparation based on performance of students with disabilities who participated in the program.

Research limitations/implications – This research was done as a program evaluation and may have validity and generalizability limitations.

Practical implications – Other institutions of higher education may gain insight on how a similar preservice teacher preparation program could be developed and implemented at their institution.

Originality/value – The school/university partnership described is extremely unique and effective in preparing future special educators to teach reading to students with disabilities.