In a recent classroom-based action research study, the author's adolescent students deepened their informational text comprehension skills over the course of several interactive, strategic shared text studies. As suggested by research and theory, her students appeared to observe and appropriate cognitive, executive, and discourse strategies as they worked together with their teacher and the text. Though teachers may find it challenging to lead explicit strategy instruction while facilitating the shared study of a mentor text, the benefits to adolescent readers can be substantial. The teacher plays a central role in leading strategic text studies (Garas-York & Almasi, 2017), from choosing the right text and strategic focuses to facilitating whole-class, team, and independent text-centered experiences. The author makes suggestions for leading shared text studies that can be adapted to each teacher's context.