This self-study action research project aims to enhance my practice in the area of reading fluency and comprehension using team teaching methodologies. Reading fluency and comprehension is an area of interest for me, having noticed reading fluency and comprehension as a recurring need while teaching in the senior primary classes. I wanted to learn more about how to support my pupils and improve and change my practice in this area. Upon reflection and considering my values on reading, inclusion and collaboration, I realised that I had become a ‘Living Contradiction’ (Whitehead, 1989). My over reliance on text books and a focus on standardized scores led to this realisation. My values are rooted to Vygotsky’s (1978) ‘social constructivism theory’ concerning the co-construction of knowledge through social negotiation. Although I claimed to value inclusion and collaboration, I was not living towards those values in my teaching of reading, therefore, a change was needed. Conducting my research within the self-study action research paradigm involved following an action-reflection cycle. A six week intervention was implemented which aimed to positively impact reading fluency and comprehension through the use of engaging and inclusive methodologies. Station teaching was deemed the appropriate team teaching methodology to address these concerns. Data was collected using a reflective journal, critical friend observations, interviews and questionnaires. This project found that the use of station teaching promoted pupil and teacher engagement which resulted in improved behaviour and facilitated the children with a more productive use of their literacy time. Although these findings may serve as a useful example to those in similar settings, due to the small sample size and self-study nature of this action research project limitations surround the generalisation of these research findings.