The paper addresses the introduction of literacy schools for the lower ranks in the Russian army. The study primarily focuses on the teaching process, as well as on the used instructional techniques aimed to improve the education efficiency. The materials include army orders, as well as publications by Russian officers in the Russian Empire's central military edition--the Voennyi Sbornik ("Military Collection") journal. The methodological basis for the study is formed by principles of historicism and objectivity, traditional for this kind of research. It also employed analytical, probabilistic, statistical, typological and comparative methods. The method of historicism allowed for the use of diverse facts, uncovered in field work with sources, and subsequent identification of important phenomena and processes related to the organization of the teaching process in company schools. The paper also paid attention to the instructional techniques that were applied in the teaching process. In conclusion, the authors note that the company literacy schools established in 1857 boosted the number of literate lower ranks. Classes in company schools were carried out in periods when military units were stationed in winter quarters. The term of study was no more than 3 years in these schools. The curriculum included a limited range of subjects such as reading, writing, arithmetic and Scripture knowledge. The teaching was performed by regimental officers who were given complete freedom in choosing methods to instruct learners.