This dissertation examines the processes and procedures high schools utilize to increase student voice and student efficacy within the identification and enrollment of students into grade 9 literacy intervention. The purpose of this collective case study is to investigate how schools identified students for additional literacy support and how they partnered with students and families to promote student choice and efficacy in the enrollment process. The collective case study focuses on four high schools in suburban Chicago to better understand the lived experiences of these schools in the context of the question under investigation. The primary theoretical framework for this study is William Glasser's Choice Theory. This study demonstrates the commonalities in the tenets of Choice Theory in a long line of researchers and authors over time. Themes emerge in this research concerning student efficacy, the role of student voice, and equity. This study illuminates the administrative dilemma that schools are challenged by and offers recommendations to increase transparency in the enrollment process to increase the efficacy of students as they begin their high school experience. [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.]