This study examines six teachers' responses inside and outside of their classrooms to increasingly mixed messages about how they should develop the literacy of California's youngest and most at-risk students. While they must develop highly developed knowledge and skills to teach literacy in linguistically diverse classrooms, they must also adhere rigidly to the substance and pace of scripted literacy curricula. This qualitative study sought to fill an impact research gap by investigating how six first grade urban teachers, identified as "effective" by district personnel, university professors, and peers, did respond. Despite a tightly monitored policy context, these teachers responded in deeply meaningful ways rather than blindly implementing the curricula. These findings suggest the importance of honoring teacher creativity, thirst for knowledge, and practical experiences. (Contains 1 table.)