The authors adopt the stance that, even though strategy use should be taught to help learners monitor their comprehension, such instruction is not sufficient to insure transfer or ownership. Further, such instruction often emphasizes only literal recall, limiting students' understanding. Therefore, the author argues that teachers should consider the complexity of comprehension to identify key strategies that support learners' understanding of multiple texts. Through the identification of three different "facets" of comprehension, the author provides examples of common strategies used in a sixth-grade classroom that support multiple ways of understanding a nonfiction text. (Contains 1 figure.)