A series of studies in metropolitan and rural areas involving Direct Instruction methods (Becker, Engelmann, and Thomas, 1971, 1975) have been conducted in Australian schools over the past eight years. These studies involved the use of DISTAR®, Corrective Reading, and Morphographic Spelling instructional programs with children in regular classes, special classes, withdrawal classes (e.g., pull out groups), and special schools at the elementary and junior high levels. Retarded, migrant, aboriginal, learning disabled, and socially disadvantaged children have participated in these investigations. The results demonstrate that the Direct Instruction programs have been effective across settings and populations when independently evaluated against norm-referenced and criterion-referenced dependent measures. In addition, the results exceeded the usual expectations held for these populations in relation to academic and intellectual achievement The positive learning outcomes achieved in all these studies, many of which were longitudinal, highlight the fact that there is now a body of data-based evaluations across settings and populations that show Direct Instruction programs to be effective. The implications for educational administrators, principals, teachers, teacher educators, and parents is clear. Effective instructional programs are now available which can reduce learning gaps, and in many instances completely close the gap between “normal” academic and intellectual development and learning deficits. The body of empirical data on Direct Instruction which now exists offers new options for the administrators, principals, teachers, and teacher educators who seek the best in teaching strategies for children.