The required literature (frequently referred to as "the canon") taught in the secondary English Language Arts curriculum often focuses on the "classics," which do not always connect to modern students or reflect their identities. This study sought to investigate how the ELA canon could be adapted to better reflect students' lived experiences. Two cycles of research were conducted in response to this problem. The first cycle focused on the viewpoints of educators and curriculum coordinators, while the second focused on the student experience. Data collection tools included surveys, semi-structured interviews, focus groups, and document analysis. The data from Cycle 1 was used to formulate an action step which was planned, implemented, and analyzed in Cycle 2 as a means of exploring how choice reading impacts students in the classroom. The data combined with the extant literature led to four findings: 1) the literary canon must be taught through a critical approach, 2) the canon should be paired with student choice texts, 3) students must be collaborators in curriculum design, and 4) literature should be presented to students in an accessible and appealing way. The study concluded that the canon does not need to be eliminated, but the pedagogy around the teaching of literature (particularly literature that addresses complex topics) needs to be reassessed, and the balance of literature offered in the classroom needs to be altered to include student choice readings and more 21st century modalities. Implications for the organization included the need for student partnerships and regular reassessment of texts in ELA curriculum design. [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.]