Grammar instruction and its role in writing proficiency have been the subject of long-standing controversy in literacy instruction. While traditional grammar instruction has been proven ineffective, many teachers still implement this approach due to a familiarity with the method or an insecurity in their grammar knowledge. Research instead points to grammar instruction contextualized in students' literacy activities as the best practice. Despite abundant previous research, the current research addressing contemporary grammar instruction is less substantial. This qualitative case study investigated current middle school language arts teachers' beliefs, attitudes, and opinions about grammar instruction and the instructional practices they employed in their classrooms. The participants in this study involved three seventh-grade language arts teachers employed in one school district. Data collection included semi-structured interviews, classroom observations, and analysis of lesson plan materials. Findings revealed that while efforts to incorporate contextualized activities were observed, most instructional methods reflected a traditional prescriptive approach. The teachers conveyed varying levels of comfort teaching grammar and reported frustration due to a lack of time to include meaningful grammar activities. The participants also reported low student engagement and questioned retention. Finally, teacher training is recommended to support teachers in understanding how to contextualize grammar instruction to promote students' command of language and utilize the best practice supported by the research. [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.]