Comprehension (or cognitive) strategy instruction has considerable literacy research supporting it as an instructional practice. Additionally, it has become more common in elementary classrooms, in part, because of the popularity of professional advisement books on the topic. This focus on teaching cognitive strategies also occupies center stage in curriculum materials. Textbook authors and publishers have responded to calls for more comprehension strategy instruction by including the strategies in current editions. Culturally relevant teaching has also been supported by extensive research. And, like comprehension strategy instruction, it too has immediate practical possibility. Both culturally relevant teaching and strategic comprehension instruction have been cited as "hav[ing] the potential to challenge students academically and intellectually while treating them with dignity and respect" when implemented by sociopolitically aware teachers (Bartolome, 1994, p. 177). In this study, the author aims to document the two approaches as they worked together in a situated context. Drawing on ethnographic and discourse analytic methods, the author examines how comprehension strategies aligned with goals in a classroom oriented toward culturally relevant teaching. Findings indicate that (1) two distinct sets of comprehension were taught in the room; and (2) one set aligned more easily with culturally relevant teaching than the other.