This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly to students with vocabularies smaller than those of many students their age. After this, the authors provide a definition of word-learning strategies, a review of the most relevant research, and a brief description of the effects of the program. Next are descriptions of the curriculum, the instruction, and key aspects of the authors' approach. The article concludes with a note stressing the importance of following initial instruction on word-learning strategies with reviews, reminders, and prompts to use them over time and a description of two aspects of the program identified as particularly important by the teachers the authors worked with.