Educational leaders and teachers interested in improving instructional practice in writing may want to consider examining what strategies are currently used by teachers who instruct students identified as economically disadvantaged. The present study used a single-site intrinsic case study design to examine Blue Creek High School, a school with an economically disadvantaged student population of more than 80%. Three English teachers were interviewed about the current practices they use in their classrooms. The teachers who participated emphasized the importance of student voice and choice as well as celebrating individuality and students' cultural backgrounds. Allowing students to have choice in their learning and building individual relationships with students identified as economically disadvantaged emerged as the main themes in the present study. Other themes included building familial relationships, age-appropriate instruction, and finding joy within the learning process. The study utilized the framework of Developmentally Appropriate Practice (DAP) to analyze the results, and ultimately determined that the core considerations of DAP -- context, individuality, and commonality (NAEYC 2009; NAEYC 2022) -- while traditionally utilized in early education, were being used in secondary education to the benefit of students identified as economically disadvantaged. [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.]