Recent legislation related to dyslexia has increased the focus on how reading is being taught in schools and how teachers are prepared to teach reading at the pre-service level. One promising teaching approach to supporting students with reading difficulties is the self-regulated strategy development (SRSD) model. However, there is limited research regarding whether the model can be implemented by pre-service teachers while still remaining effective. This study investigated the effects and fidelity of implementation of pre-service teacher implemented SRSD on the reading comprehension of middle school students identified as struggling in reading. A multiple baseline design across participants was used. Two undergraduate, pre-service teachers provided instruction. Participants were seven middle school students that demonstrated reading comprehension deficits. All instruction was provided in pairs or small groups. Results indicate that pre-service teachers can adhere to SRSD components and have a positive effect on students' reading comprehension when implementing SRSD. Ideas for future research and implications are discussed.