While teachers and schools across the country actively work to impart curricula that is relevant and meaningful to their students, the written standards and reading lists too often represent a Eurocentric perspective and reinforce inequities perpetuated by the status quo. Too frequently, teachers are inadequately supported with or provided pedagogical tools to enact decolonial or critical curricula. This basic interpretive qualitative study drew upon decolonial theory, itinerant curriculum theory, as well as disciplinary and critical literacy frameworks to understand how a decolonial tool can be employed alongside disciplinary and critical literacy practices and build a bridge between theory and praxis. This basic interpretive qualitative study explored how one secondary teacher and two of her ninth-grade language arts sections engaged with a decolonial, pedagogical questioning tool as applied to a literary work, as well as the ways in which this pedagogical tool was supported by disciplinary and critical literacy practices. This 18-week study took place over two semesters at a public school in Hawaii. During this period, I employed iterative thematic inquiry and analyzed data during and after collection. The analysis revealed three themes across the research questions: engaging with the decolonial questioning tool, synergistic applications, and creating a decolonial space. Implications include the following: (1) teachers need time, support, and training to enact a decolofanial curriculum and (2) further research needs to be conducted regarding the use of the decolonial questioning tool and how it can be mutually supported by disciplinary and critical literacies. [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.]