Research suggests that additional reading instruction is necessary to support struggling adolescent readers. In addition to time allocated for reading and access to appropriately leveled texts, many students need teacher support in learning and implementing a range of reading strategies. As a high school English teacher and a middle school Social Studies teacher pursuing advanced degrees in literacy, Allison and Carolyn were familiar with current trends in literacy research but lacked practical experience in helping struggling adolescent readers. It was not until working with a struggling reader in a one-on-one tutoring setting that they began to understand how to identify areas of weakness and develop differentiated instruction to meet the needs of all learners in their classrooms. Following a discussion of Allison's and Carolyn's stories, the authors offer suggestions for transferability to the larger classroom setting.