This report documents the second of two studies on teaching and learning generic skills in high schools. It extends the earlier work by providing a model for designing classroom instruction in both academic and vocational classrooms where teaching generic skills is an instructional goal. Ethnographic field methods were used to observe, record, and analyze classroom activities directed toward the teaching and learning of generic skills and attitudes in eight classrooms: interior design, electronics, manufacturing, architectural drawing, English, landscape, and two chemistry. The analytic process for understanding these classrooms involved the following methods: descriptive observation and questioning, focused observations and structural questions, selected observations and contrast questions, indexing data, and analysis of relationships between domains and generation of themes. Domain analysis identified 19 domains accounting for describing and understanding the classrooms studied. Similarities among the five successful classrooms permitted identification of key domains for describing successful classrooms: instructional goals, classroom design, teaching techniques, and school context. These four components were organized into an instructional model for generic skills. The design framework was used to organize descriptions of three successful classrooms that illustrated how the key domains came together in a classroom. The following conclusions were reached: generic skills can be taught in academic and vocational classrooms; designing classrooms to provide authentic practice is essential; situated learning enhances student learning and engagement; teachers need to hold high expectations for students; and teaching generic skills connects to other school reforms. (Appendixes include synopses of case study sites and 62 references.) (YLB)