Given new, more rigorous content standards and expanding student diversity, how can school leaders leverage limited resources to guide teachers to effectively teach standards-aligned lessons to all learners? The authors propose that leaders leverage familiar instructional strategies but in a new way to support all students--English learners, students with learning disabilities, gifted students, and the mythical "average" student. They begin by describing a balance of teacher-led and student-led instruction within an inquiry-based approach to learning. Then, they present a specific set of "doable" instructional strategies that form an integrated approach to "good first teaching"and scaffold learning for a variety of students. They end by identifying major strategies that district and school leaders can use to ensure that these practices do not fall by the wayside, but become habits within the school culture. These suggestions highlight some key information in the guidebook, "Teaching English Learners and Students with Learning Difficulties in an Inclusive Classroom: A Guidebook for Teachers."