The purpose of this study was not to disprove the effects of the current, common remedial literacy course design and the literacy practices within that help adolescent RLLs pass statewide assessment tests, but to describe the potential long-term impact of an innovative comprehensive approach to literacy (CAL) framed through an integrated course design model. In this study I sought to determine if the 2012 CAL design with a particular demographic of student produced "significant" or lasting learning as defined by Fink (2003). In other words, did the 2012 CAL design promote sustained or increased practices of literacy and PYD over time with adolescent remedial literacy learners? Findings were documented through the participants' voices one year after participation in the CAL design. These findings demonstrate metadiscursivity with literacy and personal development in all six of Fink's taxa, thus indicating the design produced significant learning as defined by Fink (2003). All four participants demonstrated evidence of sustained or increased growth in their awareness of their learning practices and purposes, as well as their personal development. A major conclusion of this study was that remedial literacy educators and policy makers who impact the current remedial curriculum designs in secondary schools can no longer assume that students who enter the secondary remedial classroom with a deficiency in literacy do not have the potential for academic success and personal growth. Findings from this study demonstrate that this demographic of student can move from a negative to a positive trajectory and come to see themselves as successful and thriving individuals. [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.]