This qualitative study researches a participatory action research project undertaken by 12 history teachers in two urban school districts. In this project middle and high school teachers were engaged in a yearlong action research project that involved them in implementing literacy strategies within their classrooms and reflecting on the use and effectiveness of those strategies with two case study students. This process involved teachers in a collaborative learning community where they inquired into the teaching and learning taking place in their classroom as viewed through the eyes of two of their students. This study is conceptually underpinned by research on language, literacy and learning. It draws on sociocultural theory and looks to language ideological inquiry to direct analysis. Analysis is applied to multiple and overlapping sources comprising of participant observations of monthly teacher meetings, teacher interviews and case study artifacts including, curriculum and student-teacher responses. Analysis centers on teachers' perceptions and understandings of their students' literacy practices and experiences, and their understandings of the language demands of secondary history. Findings reveal how these understandings drive curriculum, impact practice, and confirm or challenge teachers' expectations of their students' abilities. Analysis revealed that teachers felt initially under-prepared for addressing the literacy demands of history especially with English language learners, yet through their engagement in the project they began to recognize the linguistic complexity of history and continued to provide rich supportive instruction for students particularly in writing. Teachers critically examined the effects of their teaching on particular students and made discursive shifts and implemented pedagogical changes at multiple levels. While teachers viewed their students as valuable collaborators, and increasingly created opportunities for all students to reflect on the teaching and learning taking place in their classrooms they continued to view the literacy practices and experiences of their students through deficit lenses, and for the most part did not view students' bilingualism as a strength that could be built upon in school. These findings underscore the importance of addressing deficit ideologies while simultaneously supporting teachers in understanding the literacy demands of their disciplines, and how to support students in meeting those demands. [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.]