Since the National Reading Panel presented its 2000 report, systematic and explicit strategy instruction has been featured in the scope and sequence chart of basals, the lesson plans of guided reading groups, and the headlines of workshop brochures. Sticky note responses have become a classroom staple, and teacher read-alouds are now synonymous with think-alouds. Yet, is there a transference of skills as daily lessons move from teacher modeling to guided practice to application? During independent reading, are students as strategic as we had hoped they would be? This article advocates a less-is-more approach to strategy instruction. It is a call for an increase in the amount of student implementation and a decrease in the amount of teacher talk. Herein, a new face, or construction hat, is placed on a research-based methodology that deepens comprehension and encourages independent carryover: reciprocal teaching.