This study explores how literacy is conceptualized by teachers in two primary classrooms, drawing upon James Paul Gee's theoretical framework on literacy as a social practice. The research is guided by two questions: How do teachers conceptualize literacy within the context of their classrooms? How do contextual characteristics position students' identities as literacy learners/users? Through thematic analysis of semi-structured interviews, three predominant themes were developed: a narrow focus of literacy, deficit-oriented framing of student abilities, and teacher-centered pedagogy. The findings reveal that teachers often emphasize foundational writing skills and view literacy through a lens of deficiency, which shapes students' identities as passive learners. This research underscores the need for inclusive and equitable literacy education that acknowledges diverse backgrounds and experiences, advocating for pedagogical shifts that empower students as active participants in their literacy development.