The instructional strategies teachers and other school personnel have used in the successful remediation of students who have failed reading and writing portions of the Virginia Literacy Passport Test (LPT) or the LPT Predictor Test were studied. The intent was to determine if specific approaches seem to work best for different types of students and whether particular materials, teaching strategies, scheduling, or other factors are associated with successful remediation. A qualitative research design was used that relied on focus group interviews of 16 elementary school teachers (2 groups) and 18 middle school teachers (3 groups). Findings suggest that the key to successful remediation is student engagement in learning and applying needed skills. Some general principles were identified that appear to foster student engagement. On a schoolwide level, these include organizational commitment to successful remediation, cohesiveness of effort, and a systematic plan that includes identification of students, diagnosis, and feedback to teachers. On an individual level, teachers need training, commitment, and a sense of shared responsibility to help students succeed. Specific strategies that appear to be helpful include teaming, teaching test-taking skills, practice, small groups, individualized attention, modeling, close supervision, peer instruction, and activities and materials that hold student interest and motivate them to succeed. Four appendixes contain the principal nomination form for focus group participation, the topic outline, and codes for responses. (SLD)