This study seeks to address the current literacy skills, practices, and dispositions of teachers who educate students with significant disabilities. It sought to address two questions including how do teachers who educate students with significant disabilities design and implement literacy instruction, and how do teachers who educate students with significant disabilities assess instruction to track students' progress and make instructional decisions. Participants in the study included one special education teacher, five students, two paraeducators, and one speech-therapy. The study included personal observation in one special education classroom and an interview for the teacher. Result of the study indicated that designing and implementing literacy instruction for students with significant disabilities engage individualizing instructions according to students' unique abilities, practicing literacy throughout the day, and arranging literacy instruction to the state common core.