This case study investigates how teachers supported below-level readers who made reading comprehension gains in a virtual reading clinic during the COVID-19 pandemic. Data sources included case reports, lesson plans with re-flections, and recorded instructional sessions for 10 participants 5 teachers and 5 students. All student participants were in third through fifth grade and attended a 10-week virtual reading clinic. Data sources were analyzed using open coding to identify themes. Findings indicate that teachers provided strategy instruction with an emphasis on creating a virtual environment that responded to the whole learner, selecting authentic text that motivated readers, and supporting reader success through developing their metacognition. Teachers were capable of transitioning high-quality reading comprehension instruction into the virtual setting with a supportive context. Implications for future research and practice are explored.