The purpose of this qualitative study was two-fold: (a) to understand the perceptions and experiences of urban high school disciplinary teachers' specific discourse communities and disciplinary literacy practices in a Midwestern metropolitan city, and (b) to understand these teachers' perceptions related to the literacy initiative at Eastside High School. This study was conducted in a high school located in a Midwestern city. Research questions guiding this study were: What are disciplinary teachers' perceptions and experiences of their specific discourse communities and disciplinary literacy practices? What are urban disciplinary teachers' perceptions related to the district literacy initiative at Eastside High School? How do urban, high school disciplinary teachers use disciplinary language in their teaching to foster students' use of disciplinary language? Results from themes are compiled from the participants' responses to the interview questions, observations, and collection of artifacts. The results aid in the understanding of teachers in the discipline of mathematics, science, and social studies. [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.]