More than 87% of high school students diagnosed with disabilities are not meeting proficiency in literacy. Although there is a transactional relationship between language and literacy development and deficits, interventions in these areas are mostly provided in separate environments with limited connection between the skills. This qualitative study was conducted to examine the experiences of six participants, three speech and language pathologists (SLP), and three special education teachers as they interacted with secondary classroom-based service delivery models to provide interventions to students with language and literacy deficits. Utilizing virtual one-to-one interviews, data analysis followed a process of organizing and refining information to identify four emerging themes focusing on the connection of literacy and language skills, the fundamental role of collaboration, the flexible characteristics of the model, and the systemic barriers impacting the integrative quality of the model. Conclusions identified that classroom-based service is a flexible model that weaves language interventions with reading and writing skills. The integrative quality of the services was dependent upon collaboration, teacher relationships, and the curriculum. Practical implications consider the vital role SLPs play in secondary literacy development and curriculum, the collaborative relationship between the educators, the need for teacher autonomy to develop and modify curriculum in unison, and the fundamental need for plan time to develop a common pedagogical approach. The research provided a deeper understanding of literacy and language interventions at the secondary level and contributed to the gaps in research in the area of secondary SLP and reading service delivery and interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]