Literacy development of special education students is a topic that has been at the center of debates revolved around school reforms. Drawing on socio-cultural theoretical framework, this case study examines the literacy development of a special education bilingual student, Angel. A qualitative method is used to analyze texts Angel produced over the course of one academic year in order to examine in what way and to what degree he grew academically. Findings suggest that the teaching practices of Angel's teachers, his self-motivation, and support received from his family contributed to his literacy development. The authors point out the limitations of this case study and propose that the literacy development of Angel be contextually situated and analyzed to avoid possible generalization about the literacy development of all special education bilingual students.