The purpose of this investigation was to explore two content teachers' use of culturally relevant teaching practices and content reading strategies in their classroom instruction to predominantly African American students. This case study introduced teacher participants to the effectiveness of implementing culturally relevant teaching in their content instruction as well as using two column note taking and graphic organizer reading comprehension strategies. The teachers were observed and interviewed over twelve weeks to explore the impact culturally relevant teaching practices and reading strategies had on their pedagogy and instruction. Teacher logs and journals were kept by the teacher participants to document their beliefs the influence the variables had on their pedagogical beliefs and instruction.

Findings from the question regarding the effects of implementing culturally relevant teaching practices into teachers' instructional delivery revealed multiple relevancies that evolved as a result of the participants' utilization. Embedding lessons with culturally, socially and generationally relevant teaching practices were beneficial to the outcomes of the lesson objectives. The use of implementing multiple perspectives gave students a fuller understanding of the concepts presented in the textbook and overall lesson. It could be deduced that instilling motivation is key in successfully instructing students in content education. It was also concluded the teachers' implementations of culturally relevant teaching practices induced and reinforced students' metacognitive capabilities.

This study revealed that by implementing two column notetaking strategies into participants' instruction, students began to create efficient notes from their textbooks as a result of the teachers modeling the notetaking format. Also, results from this study supported the conclusion that by implementing two column notetaking strategies into instruction, students were able to comprehend content lessons with accuracy.

The two teachers' instructional utilization of graphic organizers aided their students to organize information using a spatial arrangement of the text to facilitate students' comprehension of information more efficiently. Graphic organizers were seen to aid teachers in making connections for students to lessons. The graphic organizers provided lucidity in teachers' instruction to facilitate student comprehension of content text. This study also showed that by using graphic organizers, students utilized metacognitive skills to understand content information.