The problem addressed by this study is that students are not implementing literacy strategies they learned in English language Art classes in their mathematics classes. The study's purpose is to explore how seventh-grade students utilize literacy strategies modeled by teacher/s in the mathematics classroom and implementation to deconstruct and solve word problems. The research questions looked into the utilization of literacy strategies and the impact it had on students' problem-solving behavior. The theoretical framework combined the theories of cognitive learning, transfer of learning, and constructivism to examine how students process the learning structure and the conversation needed to foster learning in math classrooms. An action research qualitative study was chosen so that I could observe the participants' natural and holistic behavior and assign legitimate peripheral importance to their voices. The study comprised of 12 mixed ethnic group student participants who all attended the same middle school. The results of the study were derived from data collected through unstructured group interviews, artifacts, observation, and teacher journals. The data were coded and analyzed for themes on which the implications were hinged. Themes were based on literacy strategies of rereading, questioning, analyzing, annotating, restating a question, etcetera, and captured the difficulties and strengths of students practicing these strategies. The finding concluded that literacy strategies can be used to help students in mathematics. The recommendation for future research and practice ranged from having professional development with teachers to broaden their horizon on the use of literacy strategies to have a more in-depth study on the topic for English as second language learners, special education students, and regular education students, generic students. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]