Few research studies have investigated the effectiveness of instructional strategies for students in juvenile corrections. The dearth of research on effective instruction for this population may be due in part to difficulties encountered in carrying out methodologically rigorous studies in these settings. This article reports barriers and challenges we experienced while conducting a multi-site intensive reading intervention study in juvenile corrections. We discuss the issues we encountered, including adequacy of collaboration with administrators, facility staff, and research staff; defining roles and responsibilities of research staff; sampling and attrition; securing appropriate instructional settings; and identifying instrumentation and materials. For each area, we discuss the outcomes and make recommendations for future research. (Contains 1 table.)