Scholars contend that disciplinary literacy is a productive route for all secondary learners, including those identified as struggling readers, to build knowledge. Relatedly, scholars point to disciplinary literacy as a socially just alternative to decontextualized skill instruction and deficit positioning. Yet, little research has examined how instructional contexts facilitate these youths' participation in disciplinary literacy practices. I present the case of one ninth-grade history classroom. Participants were three students and one teacher. Data sources included 48 hr of observations, 11 semistructured interviews, ongoing ethnographic open-ended interviews, and classroom artifacts. By closely examining the enactment of one lesson and situating the analysis in the class's yearlong academic and social trajectories, I show how disciplinary literacy provided avenues for youths to wrestle with and critique historical texts, compare perspectives across sociohistorical periods, see themselves in history, and disrupt deficit positioning in school. I discuss implications for secondary literacy and social studies education.