Students identified as special education are being placed in general education classes with a plan for modifications and accommodations and expected to achieve academic success at the same rate as their on-level counterparts. However, they still continue to lag behind in literacy achievement by about 3.4 years. The purpose of this study was to examine the instructional strategies utilized by secondary teachers in an inclusive and co-teaching environment to help students with learning disabilities close the gap in reading and literacy achievement. The researcher used survey research and focus groups to provide insights into classroom setup, roles and responsibilities of both the general and Special Education teacher, and instructional practices used by teachers of students in a co-taught classroom to help them close the literacy gap and achieve literacy success at or above grade level expectations. The study results revealed teachers believed that guided reading practice where students read aloud and read a piece multiple times, guided notes, and graphic organizers were the best instructional strategies to help learning disabled students. Logistically, most teachers perceived the best logistical design would be for both the general education and the special education teacher to provide instruction to all students in the same classroom. These findings indicate the need for schools, educators, and policymakers to examine current teacher preparatory programs and professional development opportunities for teachers of reading. Additionally, current teachers must be provided with the time and space to plan specialized instruction and districts must hire and retain highly qualified teachers. [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.]