This article examines the use of the TARRGET model (Tasks, Autonomy, Recognition, Resources, Grouping, Evaluation, and Time) in restructuring middle school literacy instruction in urban schools. By changing the scheduling of reading and writing instruction, using literature as a basis for reading instruction, and emphasizing comprehension strategies, teachers at a school district in a northeastern urban area saw significant improvement in achievement and student motivation. After one year, students scored one-third standard deviation higher on the standardized measure of reading vocabulary, one-quarter standard deviation higher on reading comprehension, and more than one-third standard deviation higher on language expression. The TARRGET model takes into account cognitive, social, and motivational characteristics of learners to look at Tasks, Autonomy, Recognition, Resources, Grouping, Evaluation, and Time variables in redesigning instruction. Tasks should be challenging, interesting, and meaningful; Autonomy means that students should develop more autonomy and control of their learning. Recognition means that students need recognition of their academic successes and improvement. Resources means that schools should invest resources in improving schools and instruction. Grouping means that various kinds of instructional grouping and student learning groups should be used to promote learning. Evaluation means that student evaluation should be based on mastery of the content, improvement, and effort. Time means that larger blocks of time should be allocated to each class to permit more extended and meaningful learning activities.