In 1999, the Office of Educational Research and Improvement (OERI) of the United States Department of Education charged the RAND Reading Study Group (RRSG) with developing a research agenda to address pressing literacy issues. Published in 2002 after much investigation, the RRSG concluded that evidence-based practices in the teaching of reading comprehension are sorely needed as part of the larger context of reading instruction in the United States. Although the majority of this research and writing is directed at classroom teachers and reading specialists, school library media specialists must also accept responsibility for teaching reading comprehension strategies. In this article, the author contends that each library media specialist must study, learn, and practice using and teaching these strategies. The unique ways library media specialists can contribute to comprehension instruction in their schools are highlighted, and a list of multiple sources with information for learning these strategies and for effective ways to utilize them in direct instruction of students is provided.