Previous research indicates that a transactional strategies instruction (TSI) approach to teaching comprehension strategies improves students' reading on standardized tests and other reading measures. However, to date, TSI is not prevalent in schools. The purpose of this article is to provide a more detailed description of the approach, to report research on instructional differences between TSI and non-TSI teachers, and to explain how teachers can integrate the approach and their current reading instruction. (Contains 1 figure and 1 table.)