This study employs the theory of identity development and figured worlds to investigate how historical and current education context, preservice and inservice teacher preparation, and school and classroom context influence the development of the literacy teaching identity of teachers of adolescents with significant cognitive disabilities. A multiple case study design was employed to compare six teachers in secondary settings to determine how these factors influenced their literacy teaching identity. Data sources included classroom observations, interviews, and artifacts. Teachers had to reconcile the values and messages put forth by each of the abovementioned areas in order to enact their literacy teaching identity. In particular, teachers drew on their preservice and inservice knowledge, their relationships with others, available school supports, and their own self-efficacy to implement their literacy instruction with their adolescent students with significant cognitive disabilities. Recommendations for teacher educators, policy makers, and school and district administrators are presented. [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.]