Research-based content reading strategies were infused in Louisiana's curriculum to improve students' comprehension. This change does not guarantee that teachers know what they are, use them, or recommend their use to colleagues. This study surveyed 381 teachers regarding their implementation, familiarity, usefulness and recommendation of the content literacy strategies. Quantitative results indicated significant relationships among the variables of teaching experience, graduate hours, frequency of use, usefulness and familiarity with the strategies. An increase in graduate hours in reading/literacy resulted in an increase of teachers' recommendation and usefulness. Middle and high school levels differentiated on recommendation and usefulness of strategies. Qualitative results suggested that teachers modified strategies based on the integration with another instructional/literacy strategy, purpose of the lesson, and students' literacy needs.