This is the second of a two-part column that reports the results of a qualitative study of instructors and their implementation of Integrated Reading and Writing (IRW) courses. The study participants include members of the National Association for Developmental Education (NADE) and had attended an IRW professional development event at the NADE 2015 annual conference. The methods of the study and a listing and discussion of the most frequently cited challenges to teaching IRW courses have been offered in part one (Saxon, Martirosyan, & Vick, 2016). A listing and discussion of the most popular strategies applied in teaching IRW courses are described here along with some general discussion and conclusions. [For the first part of this series: "Best Practices and Challenges in Integrated Reading and Writing, Part 1. NADE Members Respond," see EJ1117753.]