The purpose of this case study was to examine the experience of an early childhood teacher and her culturally and linguistically diverse students within a newly implemented RTI framework in a large urban district. The participant was a second grade teacher serving a large proportion (50%) of English learners. This case study included (a) extensive observations of literacy teaching and learning in the general education classroom (Tier 1) and the Tier 2 intervention setting; (b) in-depth, phenomenologically-based interviews with the classroom teacher; (c) guided conversations with the classroom teacher; and (d) student literacy data. The case study report provides a rich description of actions and events related to literacy teaching and learning and focuses on classroom management and culturally responsive practices. It also serves to increase the field's awareness of implementation challenges such as the problematic nature of literacy instruction in Tiers 1 and 2 due to inadequate professional knowledge and lack of professional responsibility in urban settings. [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.]