In 2008, Shanahan and Shanahan implicated an increasing need for literacy, particularly higher-level literacy skills, because assessment data revealed that today's adolescents had not improved and were perhaps worse readers than the previous generation. The authors' conclusions for addressing this need included direct guidance for learners in meeting particular disciplinary reading and writing demands. So how can educators best serve student disciplinary literacy needs now? This article proposes a course with the central goal of helping learners achieve insider access in these disciplinary communities so that learners are active rather than passive observers.