The purpose of this literature review is to explore effective strategies for promoting secondary inclusion and it is divided into two parts broadly: (1) content strategies for content enhancement, and (2) structural strategies. Effective strategies for accessing the content areas include school-wide content enhancement approach (content literacy continuum) and content organizers and self-regulated strategies, which facilitate critical thinking to participate in general education curriculum. As addressing structural issues of middle and highs school settings, use and effectiveness of structural strategies such as co-teaching and collaborative consultative teacher model is identified. In conclusion, how to potentially apply strategies enhancing access to the content-area to practice was showed and school systemic limitations related to implementing strategies are discussed, including (1) low accountability level of general education teachers for students with disabilities in inclusive classroom, (2) quality of teachers, and (3) inflexible curriculum which is not sensitive to special needs of students with disabilities. Based on these limitations, implications for practice and further research are provided, including needs of relevant information and resource about secondary inclusion through pre-service and in-service teacher training, needs of further research on the issue of secondary inclusion and its effectiveness, and needs of administrative and structural supports to promote school-wide inclusion program.