This qualitative case study used focus groups to investigate the experiences of 11 high school English teachers in their implementation of the effective practices of adolescent literacy instruction while using the "SpringBoard" curriculum by College Board. Focus groups were held in three comparable suburban high schools that utilized "SpringBoard" as their adopted curriculum since 2011. Participant interviews were conducted to answer questions about effective teacher practices, perceptions of students' literacy development, and challenges to implementing high quality instruction. Data was analyzed using the content comparison analysis method. Results of the study indicated that teacher choice in instructional planning and delivery was valued over sequential use of a comprehensive curriculum text such as "SpringBoard." Other themes emerged such as the importance of the state assessment in instructional decision-making and the need for better scheduling and training for the teaching of writing. District and campus administrators can use information in this study to support teachers in providing high quality literacy instruction through effective instructional scheduling, collaboration time for teacher planning, and effective training and materials. [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.]