Students with learning disabilities often have difficulty in secondary content areas. In order to succeed in content areas, teachers need to develop strategies or content enhancements that provide a supportive environment. This thesis discusses the outcomes of a study that used an urban high school resource room geography class to determine the efficacy of two content enhancements: advanced organizers and guided notes with review. Seven male students and six female students with learning disabilities participated in the study. Common characteristics of the resource students were lack of motivation, difficulty staying on task, and poor attendance. Students were first taught the importance of notes and how to take notes. The teacher then provided students with guided notes prior to the lecture. After the lecture, students were given the last 10 minutes of class to review their notes. During the second intervention, students were given an advance organizer prior to the lecture, student-guided notes during the lecture, and a 10-minute review period. Although findings demonstrated an increase in quiz scores when advanced organizers and guided notes with review were used as an intervention, the findings did not produce quiz score gains similar to other studies. (Contains 15 references.) (CR)