The report card for the 2008-2009 school year for a northeastern US state indicated that 29% of students performed at or below basic levels on the literacy measure. Previous studies indicated that a cross-curricular instructional design that reinforced fundamental learning skill sets throughout content-area classes encouraged independent learners who improved academic performance. Constructivism, in which participants are valued to create communities of learning, served as the theoretical foundation for this project study. The research question investigated student perceptions of their individual learning when a comprehensive reading and analytical writing skills intervention was implemented within an 11th grade U.S. history classroom. The research design was a descriptive case study using mixed methods. Data were collected from a pre and post questionnaire, formative (reading quizzes), and summative (unit test) assessments. Data were used to compare students' skill set use and their learning perceptions in acquiring specific content-area knowledge in order to determine areas of emphasis for the project. Student data were analyzed and compared using descriptive indices of frequency counts, means and percentages for each formative/summative questionnaire item, and qualitative categorization, coding and interpretation for open-ended responses. Findings were validated through data cross triangulation and indicated that after the intervention, students were more likely to use and describe specific strategies such as conceptual planning that impacted their learning. Results were used to determine emphasis on skill set areas and instructional practices in the project. Positive social change can be realized through the use of cross-curricular instructional design to promote student fundamental skills and to create communities of learning and support among educational stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]