In March and May of 2002 two workshops on adolescent literacy, co-sponsored by several federal agencies and professional associations, were held. They included presentations, discussion panels, audience questions and comments, and small working groups. In the second workshop, examples of instructional models being implemented in middle and high schools were presented, highlighting the importance of the development, implementation, and evaluation of such models, and the value of rigorous design in evaluation. This paper summarizes the comments and issues that were raised about models of instruction for adolescent students. The paper discusses conditions of implementation; evaluation of models; instructional approach of models; and professional development for model implementation. (NKA)