The need to address adolescent literacy, with a focus on English Language Learners, has created a growing realization that instructional practices need to change. Two recent studies conducted by the National Literacy Panel for Language Minority Children and Youth and the Carnegie Corporation of New York's Panel on Adolescent English Language Learners elevate the urgency of responding to the literacy needs of middle and high school students. At the Connecticut Technical High School System (CTHSS), the largest technical high school system in the state, administrators noted a slight decrease in the reading proficiency of ELL students on the Connecticut Academic Performance Test (CAPT). This article describes how the CTHSS addresses the literacy needs of middle and high school students by delivering new instructional methods to support ELL students through differentiated instruction and by creating a handbook, "Content Literacy Strategies for English Language Learners: A Handbook for the Connecticut Technical High School System." Its goals include improving student competence in English, providing students with access to content literacy, and improving overall academic achievement. Moreover, the CTHSS's library/media center provides more meaningful access to curriculum and more opportunities to develop a better understanding of academic language.