The purpose of this study was to follow-up primary-grades teachers who had participated in experimental studies on genre-based strategy instruction to examine whether they continued to teach the strategies they learned, and how they adapted them. Participants were three primary grades' teachers who participated in interviews and shared instructional videos. Results showed that teachers modified the time allotted to instruction, and the font/size of the materials, but did not eliminate components of the approach. Further, they incorporated writing in response to reading and problem solving in mathematics. Implications for practice, research, and professional development are discussed.