The goal of this practicum was to increase the opportunities of secondary African American and Latino students to critically read, think, and write about literature that was diverse both in terms of culture and gender. Although the students (61 students in grade 11) had completed 2 years of high school English classes, the overwhelming majority of them said they had been given virtually no opportunity to read literary works by culturally diverse authors or by authors of different genders; further, they had not read works that address subjects concerning culture or gender. During the 9-month practicum period, strategies were effectively employed that enhanced the students' abilities to critically read, think, and write about literature and life. By using teaching styles and activities that were congruous with the students cultural learning style, a nurturing, supportive classroom environment was created that promoted students' interests in improving their integrated skills and desire for academic success. The outcomes of the practicum were positive. The students were given several opportunities to read literary works by African American, Latino/Mexican, and female authors. In so doing, the students were able to construct their own meaning from the literature while realizing that through literary works they may discover their connectedness to each other, to the universe, and to the necessity for success in school and in life. (Contains 5 tables of data and 37 references. Appendixes include entrance and exit reading assessment questionnaires and year-end assessment essay questions.) (Author/TB)