Emphasis on literacy within middle and high school classrooms is not new; however, there is a shortage of research exploring literacy across disciplines, especially in a geography classroom. Using a holistic case study, we investigated how one first-year geography teacher integrated multiple active literacy strategies within her instruction. Findings indicate that while our participant intended to engage students in participating and acting as geographers, she first needed to support students' comprehension with graphic organizers, inquiry, and projects. These findings may affirm other educators' attempts to incorporate literacy within their instruction. They also lead to implications and considerations for teacher education programs.