While there has been growing interest in the last few years to address the literacy needs of adolescents, this interest comes when alarming numbers of students are challenged by academic literacy demands in high school. Many students entering high school without passing state assessment examinations are required to take developmental reading classes. While we have made strides in documenting the need for competent reading teachers and in understanding what secondary reading programs should look like, our understandings about these reading programs and the teachers in these programs are sporadic and ill defined. This investigation examined 21 high school teachers' preparation to teach struggling readers, the methods and materials they were using, and their own perspectives about the nature of their programs. (Contains 1 figure.)