The research presented in this article examines the English language and print literacy development of adolescent refugee students with limited and interrupted formal education (SLIFE) aged 14 to 21. The aim of this research was to determine if and how teaching early reading strategies to secondary ESL/ELD teachers could improve students' English language and literacy development. Specifically, teachers were taught to use guided reading and running records with leveled informational texts related to the students' life experiences, background knowledge, and interests. Over five months, we tracked the English language and literacy development of 11 refugees in one ESL/ELD teacher's class. Findings demonstrate that, on average, students achieved statistically significant gains in receptive and expressive vocabulary as well as total reading achievement. Students made an average gain of eight reading levels over one semester of instruction. The article also offers insights and growth made by the ESL/ELD classroom teacher.