The purpose of this study is to examine the impacts of integrating new literacies practices into high school curriculum content classrooms. This study examined data collected through observations and semi-structured interviews conducted with four high school content curriculum teachers. Analysis of the data resulted in essential findings emerging across all four classrooms, suggesting that new literacies practices in the classroom have an impact on both students' and teachers' classroom practices. Implications of the study suggested that students appear to have greater leverage in making deeper learning connections when they are engaged with new literacies practices in the classroom. Furthermore, teachers appeared to migrate between pedagogical models of teaching and learning with transitional ease. A key implication of this study is the need for further research focused on what leads teachers to adopt effective technology and new literacies practices in the content classroom. [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.]