The U.S. Department of Education (2000) reported that approximately 80% of students identified with learning disabilities (LD) received half of their instruction within the general education classroom setting. Therefore, it is important that general education teachers implement teaching strategies and practices that meet the distinct educational needs of students identified as LD. Students with LD often struggle to acquire the skills required for early reading instruction. Beyond the reading difficulties, students with LD also demonstrate learning strategy deficiencies. Students with LD often have difficulties with organization, information retention, and linking information to prior knowledge. General education teachers continue to face the challenge of developing and implementing innovative teaching techniques and instructional strategies that meet the unique academic and social needs of students with LD. This article presents 20 specific activities and instructional strategies that can be employed to teach literature to students with LD within the general education classroom setting. These activities and strategies can be used to teach critical reading, writing, and study skills for students with LD as well as students who are typical learners. "The Canterbury Tales" is referenced throughout this article to provide specific examples of ways to incorporate the suggested instructional techniques and strategies. Although many books, such as "Pride and Prejudice," "The Grapes of Wrath," or "1984," could have been used to provide examples, the authors ultimately chose "The Canterbury Tales" because it is part of many high school English curricula and is rich in literary elements (e.g., characterization, symbolism, metaphors). In addition, "The Canterbury Tales" is a complicated piece of literature that is often troublesome for students of all ability levels, including those identified as having LD.