The contemporary workforce requires technical and reading skills (Shanahan & Shanahan, 2008; The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, Society of Human Resource Management, 2006). Technical skills allow workers to perform specific workforce tasks, while reading skills are generally needed by all workers. The model used in this study emphasizes the integration of technical and reading skills in the delivery of business content. The effective instruction of both technical and reading skills require that the teacher be knowledgeable in the content, have an appropriate teaching and learning context, and implement instructional strategies (Kehe, 2003). Business teachers indicated that they could provide more effective interdisciplinary instruction if they were provided additional training (Hite & Polkinghorne, 2006). Instructional reading skill strategies call for the teacher to recognize student reading experiences, deliberately select instructional strategies, explicitly alert students to methods of reading, and guide instruction with knowledge unique to the content-area (National Institute of Child Health and Human Development, 2000). This study posits Forget's (2004) MAX Learning instructional strategy for the interdisciplinary teaching of technical and reading skills in business courses.