Mathematics preservice teachers often complain vehemently about their required content-area reading courses. They ask such questions as, "Why do I have to worry about literacy when I'm going to be a mathematics teacher?" or "How will this ever help me in my mathematics classes?" or "When will I ever have time for this?" and "Why should I make time for this?" As a university mathematics and mathematics education professor, I (coauthor Roepke) could answer the questions in theory but in reality did not have much experience with integrating these learning strategies in my own university mathematics classroom. So I decided to seriously explore these instructional options by first enrolling in a content-area reading course where I sat alongside many of the preservice teachers who had been asking me these hard questions. Thus began an evolution of my teaching to include strategies more often found in a language arts classroom with support and assistance from the content reading course instructor, fellow students, and the course textbook (Vacca, Vacca, and Mraz 2011). The purpose of this article is to share my attempts to better engage college precalculus and calculus students in mathematics content by implementing literacy-based strategies in the classroom.