Middle schools implementing a multi-tiered system of supports will provide adolescents with or at risk for reading difficulties supplemental, small-group reading intervention classes. Although numerous studies have established that peer collaboration, blended learning, differentiation, and sufficient time for instruction are effective practices for improving reading outcomes among middle school intervention students, educators still experience challenges to implementing these recommended approaches. This article offers research-based guidance intended to support the provision of literacy interventions that can meet middle school students' academic and developmental needs. After summarizing several challenges that were identified during a semester-long study of implementing a supplemental reading intervention class for Grade 7 students, guidance and tools or examples are provided for achieving a more successful implementation of each practice and promoting learning that is active, purposeful, relevant, and democratic. [This paper was published in "Middle School Journal" v54 n5 p42-51 2023 (EJ1402279).]