This case study describes the high school experiences of White working-class boys in a rural community in the northeast United States. It examines the identity formation of these youth, key characteristics of those identities, as well as a prominent and significant group identity among them. These youth are typically kinesthetic learners and prefer practical knowledge to school-based knowledge. As a result, they often struggle in academic classes and resist didactic instruction. For them, resistance is purposeful, an act of conscience. The study illuminates the importance of carnival and other types of teacher mediation and classroom design which contribute to relationship building between teachers and students, thereby supporting academic growth and achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]