Modeling in the classroom is the key to successful teaching. This study examines whether preservice teachers would use content area literacy instructional routines, which had been modeled in my university course, in their student teaching and first-year classrooms. Both content area literacy and disciplinary literacy were modeled in my university classroom, and both were observed in at least one of the first-year teachers' secondary education classrooms. The instructional routines, sometimes referred to in literature as literacy strategies, where modeled as part of the preservice teacher education scaffolding. The research data indicated the importance of modeling not only instructional routines, but also teaching methods, openers, and other teaching tools. The students displayed these behaviors that I had modeled in the university classroom, as both student teachers and first year teachers. The research and modeling led to the mnemonic CAMPED, my designated six components for a successful lesson; Connections, Assessments, Multimodal, Prior Knowledge, Engagement, and Differentiation. The most important finding was that no matter which method is utilized, content area literacy or disciplinary literacy, or which instructional routine is embedded, modeling in the classroom is the key to successful teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]