Over the last several years, the West Fargo Public Schools district (North Dakota) came to realize its English language arts resources needed an overhaul. The books students were reading in class and the discussions classes were having were not reflective of the student body. What is the purpose for requiring all students to read a specific text? Do the same texts need to be read in every classroom to ensure equity for all learners in a particular grade level or course? When does this help and when does it hinder equity? Those are the kinds of questions the district had been grappling with and address in this articles as they implement a secondary English language arts curriculum with the goals of purpose, equity, and relevance for all learners.