The purpose of this particularistic case study (Merriam, 1998) was to enable Christian school educators to examine their enrollment and instructional policies in light of their philosophies. Within the framework of effective schools and scientifically-based interventions, I examined the instructional strategies that two Christian school teachers implemented for students with low achievement. Results indicated that the teachers made accommodations and modifications to the student-participants' academic programs and evaluated outcomes. Some strategies they employed resembled scientifically-based strategies; however, the participants were not necessarily aware of the research and did not consistently implement strategies according to a proven protocol or with fidelity.