Students who are incarcerated in juvenile correctional facilities (JCF) often struggle with reading proficiency. Nevertheless, limited research addresses the academic needs of these vulnerable learners with reading deficits. The primary purpose of this survey study is to identify the reading instructional approaches used regularly by educators in JCF. The survey study was conducted to collect data from teacher participants in JCF in the Midwest. A 36.6% response rate was reached. According to responding teachers, an average of 74.0% of their students read below grade level, and 50.9% of these confined youth receive special education services. Findings show that the majority of teachers use supplemental reading instruction or computer programs to meet the needs of their students. Specifically, a majority of teachers use Corrective Reading and focus primarily on comprehension and vocabulary development. Issues related to the needs of teachers and confined students, as well as the characteristics of reading classes and reading instruction in JCF, are discussed. Implications for future research and practice are also described.