There is an increasing amount of research and discussion about the characteristics and learning needs of "Generation 1.5." These learners share characteristics of both first- and second-generation immigrants; they have grown up and been educated in the United States, but live in homes where English is not the primary language. They often have considerable fluency in social English but less fluency in academic language. To date, most research focused on the Generation 1.5 population has considered college and adult levels. However, the needs of Generation 1.5 high school students must be considered in light of how curriculum, learning strategies, and teaching strategies affect their literacy development. This article presents recommendations as a framework through which to develop a high school literacy program that meets the needs of the Generation 1.5 population. The nine recommendations are categorized within three areas of focus: curriculum centered, learner centered, and educator centered. (Contains 1 table.)