The ability to read and understand texts are important to student's success in school and life. However, many secondary students enter without the skills needed to handle the rigor and amount of reading they will meet as they matriculate high school. Yet, this is not the case for those who struggle to read most. Allington (2013) found that students who struggle the most to read are also those who given the least amount of time to reading and the most to worksheets (p. 526). Therefore, this study hopes to better understand the reading histories of three high school students and determine the conditions needed to foster, develop, and sustain an independent reading life among high school students. Using a narrative inquiry method, the study looked at the independent reading habits of three high school students individual reading histories. Self-Determination and Critical Race Theories are used as the theoretical lens for this study as it relates to the choice and cultural relevancy of students' texts. Study results give insights to researchers, educators, and school leaders that will help them develop appropriate steps to increase independent reading among high school students. [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.]