Geometry is a course that is increasingly required for students to graduate from high school. However, geometric concepts can pose a great challenge to high school youth with math difficulties. Although research on teaching geometry to students with mathematics difficulties is limited, teachers are challenged daily with providing support for youth who do not make adequate progress through high-quality core mathematics instruction. This article provides practical and promising practices for providing additional small group support (i.e., Tier II interventions) to youth that promote understanding of finding the area of a trapezoid. Specifically, the authors focus on the use of a graduated instructional sequence and peer-mediated instruction within an explicit instruction model. Recommendations and sample lessons are provided.