Within the last decade, state and federal policy makers advanced many reforms to improve the academic achievement of linguistically and culturally diverse students across the country. These leaders embraced a traditional input-output paradigm where policy mandates (input) would lead to positive student achievement (output). This approach fails to recognize how teachers actively analyze and interpret these external reforms (Coburn, 2001a, 2004; Datnow & Castellano, 2001; Hill, 2001; Stritikus, 2000; Stritikus & Weise, 2006). Furthermore, although these policy mandates are intended to promote student learning, they often ignore students' experiences and voices (Intrator & Kunzman, 2009). In fact, educational psychologists have studied how students' reading motivation and engagement impacts student achievement (Guthrie, 2004; Guthrie & Wigfield, 2000). Within this scholarship, some researchers have found that reading motivation declines for linguistically and culturally diverse urban students in middle school and high school (Unrau & Schlackman, 2006). However, other scholars indicate that culturally responsive literacy positively influences engagement and achievement (Duncan-Andrade & Morrell, 2008; Lee, 1993, 2007; Tatum, 2008). Thus, researchers should aim to better understand classroom contexts where teachers use culturally responsive literacy and describe how this instructional approach influences reading motivation and engagement for linguistically and culturally diverse students. In this qualitative case study, I examined a teacher's approach to culturally responsive literacy and its impact on Latino motivation and engagement in a middle school classroom. Drawing from observations, teacher and student interviews, and document analysis, I identify five major themes: "Instructional Framework," "Collaborative and Community Ethos," "Culturally Responsive Literacy," "Reading Motivation and Engagement," and "Academic Discourse." Central to these main themes was "Collaboration and Community Ethos"; this component interconnected and strengthened the other main ideas. Finally, this teacher's implementation of culturally responsive literacy fostered motivational and engagement; in particular, the case study students' experiences suggested motivational and engagement dispositions while enrolled in this classroom. [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.]