 This required the teachers to follow the literacy program, even though the curriculum seldom met the individual and specific linguistic and cultural needs of the majority of Native American students at the school.So the researcher focused on two questions.The first one being, “In what ways did these teachers approach developing a curriculum to support their students’ social, cultural, and linguistic needs?” One theme that came up was “pedagogical re-envisioning”, which are pedagogies and understandings of culturally responsive teaching to address writing and understand that each student has individual needs.