This Striving Readers evaluation examined the impact of a targeted intervention for struggling adolescent readers and investigated the impact of a whole-school literacy model on students in participating schools. This study was conducted in ten middle, nine high, and two 6-12 schools in seven rural school districts serving large percentages of at-risk students in Kentucky. The targeted intervention for struggling readers was the Learning Strategies Curriculum (LSC) developed by the University of Kansas Center for Research on Learning. The whole-school intervention was the Collaborative for Teaching and Learning Adolescent Literacy Model (ALM). The LSC intervention was evaluated through a multiple cohort within-school randomized field trial in which new students were assigned to treatment and control groups each year of the project. This study examined the impact of the LSC on struggling sixth- and ninth-grade students' reading achievement, strategy use, and motivation. In addition to the targeted intervention, this study evaluated the impact of ALM on teacher efficacy and student achievement in reading and writing. This school-wide model provided professional development for content teachers in integrating literacy strategies across content areas in service of content learning. All teachers in the Striving Readers schools were expected to implement the whole-school intervention, and all students were expected to receive instruction in the whole-school techniques across the content areas. The impact research questions that motivated the study design and analysis plan are: (1) What is the impact of the LSC on the reading achievement, strategy use, and motivation of struggling adolescent readers? (2) What changes occurred in the personal and collective efficacy of the LSC teachers/ALM coaches over the course of the project? (3) What is the impact of the ALM on student achievement in reading and the content areas? and (4) What is the impact of the ALM on content teachers' personal and collective efficacy for literacy teaching?