One goal of high school teachers is to help students appreciate that reading does not end when they leave the classroom. When students find reading meaningful, they are more likely to see themselves as readers and choose to read long after they leave the classroom setting (Hinchman, Alvermann, Boyd, Brozo, & Vacca, 2003-2004; Wilhelm, 2001). Working toward this purpose, students not only should be given opportunities to analyze new knowledge that will provide context for learning (Sanacore & Palumbo, 2010), but they also should apply this new knowledge to discover how it is used in real-world situations. The high school teacher described in this article designed a project that provided her accounting students with opportunities to learn more about business while applying the skills learned in their English class. This integrated project afforded her students a chance to be active members of an in-class learning community, in which they were required to be knowledgeable, reflective, and critical participants in building understanding of concepts. This integrated project gave the teacher a chance to apply best practices within her instruction. Moreover, reading outside of the classroom textbook provided opportunities for students to associate concepts taught in their English and Accounting classes. As a result, connections between the content and the real world started to emerge. (Contains 1 figure.)