As teachers transition to more science-backed ways of teaching reading, many may be left wondering what should remain from their former practices. This article discusses lessons learned from a teacher working in the field for the last ten years and navigating the changing landscape of literacy teaching, specifically moving from a balanced literacy approach to structured literacy. After discussing tenets, strengths, and criticisms of both approaches, the article lays out three common, research-backed features of balanced literacy teaching worth incorporating into structured literacy teaching.