In school districts throughout the United States, at-risk students are receiving remedial instruction in learning centers outside the classroom. Because this separation increases the likelihood that students will receive a fragmented education, learning center staff should provide remedial students with "curricular congruence," or content and strategies needed for success in subject matter classrooms. This approach has been implemented at a Long Island (New York) high school, where students in the learning center read the same books as do those in the content area classroom, and staff help the students develop strategies that lead to independence in the English classroom. This is achieved through cooperation between learning center staff and content area teachers, and the process benefits both the students and the teachers in instructional matters as well as morale. The cooperation also reduces illiteracy and number of dropouts by making the students feel more successful in school. Implementing curricular congruence is not expensive, although the Long Island system used a seven-period day which required hiring additional instructors. A short inservice workshop that stresses the main goals of curricular congruence suffices to introduce teachers to the plan, and the workshop should focus on sameness of instructional materials, reading skills, and strategies stressed; direct instruction, use of remedial classes as supplements, rather than substitutes for regular instruction; and good communication among teachers and administration. This successful formula contrasts with unsuccessful programs in which teachers feel remedial students are the sole responsibility of learning center instructors. (Figures and references are appended.) (SKC)