This qualitative case study considered middle-school English Language Arts (ELA) teachers’ while a new, culturally relevant literacy curriculum was implemented by their district. As school districts increasingly adopt culturally relevant instructional supports to improve student engagement and address persistent achievement disparities, understanding teachers’ perceptions of such a curriculum is essential. This research explored perceived successes and challenges associated with the curriculum. Data were collected from semi-structured interviews and participant surveys. Using inductive thematic analysis, several themes emerged: (a) philosophical support for culturally relevant curriculum, (b) increased student engagement and reading comprehension, (c) tensions related to time and pacing requirements, and (d) perceived loss of instructional time and teacher autonomy. Participants reported that culturally relevant texts and discussion-based instructional strategies positively affected students’ reading comprehension and classroom participation, especially among historically underserved students. However, they also expressed concerns about fidelity expectations, time constraints, and balancing district mandates with instructional flexibility. Findings showed that though such curricula can enhance student engagement and promote inclusive learning environments, sustained professional development (PD) and structured opportunities for teachers to voice their reactions were critical for effective for effective use. This study contributed to the literature on curriculum reform by emphasizing the central role of teachers’ perceptions during these initiatives. Implications for district leaders and policymakers include aligning curriculum adoption with meaningful PD and awareness of teachers’ expertise.
