The purpose of this study was to determine whether or not evidence-based one-on-one supports affect the academic achievement of students living in poverty. The measurement tool was a series of teacher-created comprehension quizzes given at intervals during novel units in the language arts classroom. During this study, students categorized as living in poverty were provided with one-on-one support and interventions in the classroom. Students’ quiz scores were assessed and compared to scores students achieved prior to the implementation of the study to determine whether or not achievement was impacted by the interventions provided. The results of the study indicated that several students improved academically, but there were fluctuations in their improvement over time. The results were not conclusive enough to suggest that there is a direct correlation between one-on-one interventions and the academic performance of students living in poverty.