This chapter addresses the following guiding questions: What do leaders need to know about the literacy needs of adolescent learners? What are the differences between content-area and disciplinary literacy frameworks? How can the integration of content-area and disciplinary literacy instruction support adolescents’ literacy development? What are the instructional implications for classroom teachers as outlined in the Standards for the Preparation of Literacy Professionals 2017 (Inter- national Literacy Association [ILA], 2018)? How can intentional organizational supports, such as professional learning communities and teacher leaders, support adolescents’ lit- eracy development?