Teachers have sought appropriate strategies to ensure that students with disabilities receive the support they need within the general education classroom (Klingner, Vaughn, Hughes, Schumm, & Elbaum, 1998). Paving the road to inclusion with successful academic experiences for students with mild disabilities has been especially challenging in the intermediate and middle grades, where emphasis on content mastery becomes an issue of accountability to state mandates, and many students are experiencing gaps in their content knowledge and in their knowledge of learning strategies. The good news is that the gaps are being filled with research-based strategies designed to accomplish high academic achievement of all learners. This article explores the specific characteristics among differentiated instruction, anchored instruction, cooperative learning, peer tutoring, and strategic learning that make them effective research-based strategies for repairing the potholes in the road to successful inclusion. (Contains 4 tables.)