This article examines the effects of a statewide effort to reduce college remediation rates by training high school teachers and providing them with an expository reading and writing curriculum. The authors rely on mixed methods, including observations, teacher and student surveys, and test data from urban high schools. Findings suggest that the program, now used in over 250 schools in California, improved student motivation and reading and writing skills and teacher confidence and skills. Findings suggest the benefits of a systematic K-16 partnership to empower urban high school literacy offerings to reduce college remediation rates. (Contains 1 table, 1 figure and 1 footnote.)