A year-long qualitative study constructed a "thick" (rich, literal) description and interpretation of the social organization, interactions, and attitudes displayed within one self-contained second-grade classroom during its scholastic language arts activities and instruction to explain how a literacy learning environment can be seen as effective through the eyes of the students, teacher, and instructional assistants. This interpretive-ethnographic research relies on symbolic interactionism as it attempts to explore ways qualitative research can enhance classroom practice of teacher/ researchers. Data were collected through participant observation and interviewing using inductive analysis of classroom artifacts and interactions among children, teacher, and instructional assistants. Multiple collection procedures allowed triangulation of observation, fieldnotes, interviews, and audio/video tapes. Interrater reliability was obtained. Findings emerged from the data as five interactive areas which significantly impacted this classroom: (1) teacher's philosophy of education and literacy environment; (2) importance of building community in the classroom; (3) power of the process approach to literacy; (4) choice as an essential aspect of learning; (5) enjoyment, enthusiasm, and pride as contagious components. Findings further showed that media tapings enabled the teacher/researcher to alter perspectives and suggested implications for future studies in which qualitative research can enhance classroom practice. (Contains 64 references and appendixes A-J of research materials.) (Author/TB)