The author shares insights gained through teaching middle and high school struggling readers and raises issues related to the complexity of addressing the literacy needs of adolescents for whom reading is difficult. The role of university-based reading clinics in helping inservice teachers' think differently about struggling readers and the instructional practices they use to support adolescents' literacy learning is discussed. The author describes five key components of a program she developed for inservice teachers who work with struggling readers in the reading clinic at her university: (1) Moving teachers beyond their comfort zones; (2) Using multiple forms of text; (3) Teaching demonstrations followed by extensive peer feedback; (4) Self-evaluation and reflection; and (5) Scaffolding by building on adolescents' literacy strengths rather than focusing on weaknesses. The components are designed to expand teachers' experiences with teaching struggling readers, enhance their knowledge of reading instruction, and improve instructional practices for teaching literacy.