This qualitative study investigated effective instructional methods to train elementary education preservice teachers to apply reading comprehension strategies as readers and teachers. Four comprehension strategies and the components of two instructional models that have proven their efficacy were selected for the content and instructional methods. Preservice teachers enrolled in a literacy education course participated over one semester. Data were gathered through observation of students in strategy practice and performance and through document analysis of lesson plans and course assessments. A narrative account of teaching and learning emerged with instructor modeling and guided practice of the strategies in book clubs found to be the most effective instructional methods. The students' needs for modeling and practice, and the challenges of learning the strategies, were among the findings.