For all students, the academic demands of secondary school are numerous. Students must be able to read and write in a variety of content areas; determine the importance of what is being said by the instructor; take notes in a format that can be used later for review; and keep track of their materials, class requirements, and daily schedules. Most students have difficulty adjusting to the demands of secondary education, but students with learning challenges have greater difficulty, perhaps because they lack certain skills, such as the ability to think critically or problem solve, or have not been adequately prepared for the instructional changes that occur between elementary and secondary education. Often, secondary school teachers have not received training in a variety of instructional strategies that will enable them to meet the needs of a diverse student body. Principals must therefore have a toolbox of strategies at their disposal to help teachers meet the needs of all kinds of learners in the general education classroom. As the instructional leader of a school, the principal is the "master craftsman" who is responsible for providing the resources, the materials, and the blueprint required for building the academic performance of students. Frequently this process requires a "reconceptualization of teaching at the secondary level that encompasses both content and strategy instruction." This article presents four research-based strategies--word walls, guided notes, graphic organizers, and mnemonics--that the principal can share with classroom teachers to increase all students' academic success, especially students with learning challenges.