Incarcerated youth commonly experience significant academic difficulty. In particular, these youth struggle in the areas of reading and mathematics. There are unfortunate limitations to the scope and quality of research on reading and mathematics instruction in juvenile corrections (JC). However, it is essential that teachers effectively and consistently utilize techniques that promote learning with these troubled youth. As such, the current article focuses on a description of: (a) the characteristics of incarcerated youth, (b) the current state of research, (c) effective and promising reading and mathematics instruction, and (d) future directions and resources.