Adolescents who struggle to read fluently face immense challenges in the secondary setting. Correlational evidence suggests that a lack of fluency contributes to poor comprehension and this has ramifications for a struggling reader in the secondary setting. Although there is a paucity of studies investigating fluency interventions for secondary struggling readers, there are congruent findings revealing effective methods for building fluency. The majority of these evidence-based fluency programs originate from interventions designed for primary students and/or primary classrooms. Directions for the future are discussed, particularly how fluency programs could be better suited to the unique needs of an older struggling reader and how implementation should demonstrate an awareness of the secondary learning environment.