The present study focused on investigating (a) what authentic texts were used and (b) how they were used for instruction in three elementary schools, where learners' L1/D1 was a Caribbean Creole. Three findings emerged: First, teachers focused considerable attention on developing students' vocabularies and knowledge of English grammar. Second, they used a variety of easily available textual resources for developing children's reading and writing skills. Third, they explored topical issues, which they felt would provide meaningful prompts for wanting to read and write. The findings suggest that authentic materials can be seen as supplementing, not supplanting, established basal readers and workbooks.