This study explored the ways in which English educators could most effectively plan and implement their teaching to best serve the multi-literacies of the diverse student populations in today's schools. The researcher conducted interviews with classroom English teachers and teacher educators in north Alabama to gain the participants' perceptions of their effectiveness in teaching diverse literacies, opportunities for practicing effective strategies and pedagogical skills, and opportunities for improving teaching and learning and professional development. Data analysis indicated that the teachers often felt unprepared to teach the multiple literacies required in the diverse classroom populations they served. Because of time constraints and test score demands for students, the teachers felt that they were limited in teaching and modeling effective teaching strategies and multi-literacy pedagogical skills, especially connected to writing. Professional development and inservice opportunities were limited, as well. (Contains 15 references.) (SM)