Literacy is a socially constructed ideology (Barton & Hamilton, 1998; Street, 1995). Current representations reduce literacy to standards, skill testing, and the five components of reading (NICHD, 2000). This view of literacy discounts the knowledge and skills of many students. This article examines the oral story of Aisha, an African American first grader, through traditional and nontraditional measures. The findings highlight two contrasting perspectives of Aisha's story: One that views the story as weak and below grade level and another that highlights her rich literacy abilities. This study argues that it is important to consider the social and historical features that may influence children's stories. A definition of literacy that recognizes and values the continuum of literacy experiences is advocated in this article. (Contains 2 figures.)