The purpose of this study is to assess the extent to which each of the three types of instruction (authentic, where, differentiated) engages 9th grade high school students in achieving language proficiency. The paper examines the features of these models of instructions and teachers? opinion about them. It includes a descriptive research in survey model. The sample in research consists of 291 students and 95 teachers selected from 9th grades of 5 different high schools selected randomly in central province of Ankara. Questionnaires, attitude scales and assessment tests are used as data collection instruments, in eliciting opinion of 9th grade students and their teachers on types of instructions. The data obtained were later analyzed with SPSS. The results of the study revealed that 9th grade students? success levels in relation to models of instruction are in general higher. It was also discovered in the research that students with less interest in Turkish Literature course could construct knowledge by application of these models of instruction. It can be said that the teachers who used the methods dealing with ?"authentic?," "?where"? and "?differentiated"? instructions were able to construct knowledge to engage students in language course.