Demographic trends in Texas continue to change and diversify the population; however, despite this trend, school districts and state officials continue to maintain a curriculum that is not relevant to this diverse population. Furthermore, studies show that Hispanic students, who represent 45% of the students in Texas public schools, have little opportunity to learn about their culture. This case study examined the perceptions of a seventh grade Texas History class in a rural South Texas school when exposed to a Hispanic dominated narrative. Through a multicultural lens, the study focused on ethnic and geographical culture and used the strategy of Critical Historical Inquiry to expose students to narratives that were ethnically and regionally relevant to the demographic and location of the school and the participants. Using Critical Historical Inquiry, state standards were expanded on to dive deeper into topics by using relevant primary sources and narratives in the lessons. Lesson topics consisted of ranching and the image of the cowboy, and the Civil War. The following major themes emerged from the study: 1) Engagement and Relevancy, 2) Implications of Prior knowledge, 3) Implications of Primary Sources on Learning and Cultural Identity, and 4) Implications of the lesson format and Critical Historical Inquiry. Additionally, the study found that the strategy of Critical Historical Inquiry enhanced learning and helped students have a better understanding of their cultural identity. [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.]