There is little empirical research that investigates the implementation of graphic narratives into the English language arts classroom, subsequently leading to misperceptions and misconceptions about their educative uses. Despite sequential arts' long history, graphic narratives continue to experience a marginalized existence within the regular and honors classroom, and such negative perceptions of their depth and literary value influences this relegation. The study examines how selected English Language Arts (ELA) teachers integrated graphic narratives into their ELA classrooms. The primary research question, therefore, was, "what are the cognitive and pedagogical choices teachers make when implementing graphic narratives into the English language arts (ELA) classroom?" Detailed observations about procedures, interactions, perceptions, as well as the voices of the participants are provided throughout this study. The research design for this study was a non-experimental, qualitative study in the framework of four case studies. It relied on three primary forms of data: interviews, observations, and documents. Documents included any materials connected to the lessons. This research did not focus on the teaching of a particular title but instead focused on teaching graphic narratives selected by the teacher participants. By studying these in-service teachers within their own professional habitats, the researcher gained insights into their evolutionary beliefs and how these beliefs informed their teaching of graphic narratives. As a result of this study, three major themes emerged from the data: the power of teachers' prior knowledge and experience, the unique challenges of teaching graphic narratives, and the role of the teacher-learner partnership. The findings of this study support the role of teachers' cognitive and pedagogical choices in developing and supporting teacher-student relationships and the social constructivist classroom. Furthermore, all four participants of this study taught graphic narratives to their honor-levels students and reported high levels of student engagement and literary analysis. Such findings support future research that examines how teachers' cognitive and pedagogical practices evolve with experience teaching graphic narratives, and how these practices affect honors students' learning. The graphic narrative on the following page represents the participants and process of this extensive qualitative research. It includes the researcher, the teachers, and the themes that emerged from the data analysis. [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.]