In an attempt to address perceived shortcomings in traditional content-area literacy preparation, an interdisciplinary group of teacher education faculty developed an approach called "content-driven literacy" (CDL), which was applied to the design of courses to prepare preservice secondary science and social studies teachers. This article describes the development and implementation of the CDL course work and its five elements: reading and writing embedded in subject matter, explicit instruction, planning and modification of literacy instruction, research-based instruction, and the use of diverse content-area texts. The types of knowledge the preservice teacher participants gained from this approach and implications for secondary content instruction are discussed. (Contains 1 table.)