Amidst debates over book-banning and diversity legislation, this study investigated teachers' literature selection processes, emphasizing the impact of mandates on decision-making. Employing a mixed method design, the research analyzed quantitative survey data from 60 middle-grade teachers, revealing a stable emphasis on specific text characteristics and alignment with academic standards when a teacher chose literature. However, post-legislation, a decline in the importance of a text's relevance for students was observed. Qualitative insights from eight middle-grade teachers uncovered the complex interplay of goals, allocated resources, and challenges in navigating societal sensitivities. The study exposed an enduring lack of diversity in literature choices, influenced by mandates and approval processes, even though teachers advocated for autonomy. It emphasized the transformative potential of diverse literature in enhancing student engagement and dismantling discriminatory practices. The findings underscored the delicate balance teachers navigated between external mandates and their commitment to fostering inclusive, enriching educational experiences. [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.]