The increased demands for access to and accountability for mastery of the general education curriculum by all students, including students with disabilities, is a current reality within schools. A number of factors have been suggested to promote school reform, classroom implementation, and increase the rates of high fidelity implementation of instructional methods to improve student achievement. However, the lack of research on student achievement related to curricula and instructional practices seems to be an area of concern, especially as related to explaining the variability in achievement outcomes across programs. Research related to the context and conditions of classroom implementation is needed. This manuscript describes implementation of Content Enhancement Routines (CER) within social studies classrooms in a large school district in south Florida, presents teacher and student related research results, and describes the considerations and implications of using CER in practice.