This paper examines the co-constructed nature of classroom life, and what became constituted as one child's story of literacy learning in first grade. It takes an over-time look at how opportunities for literacy learning were constructed within multiple, intermingling contexts (classroom, school, district, and family). Derek's literacy learning story illuminates and illustrates the nature of (a) literacy learning as a negotiated process across multiple layers of context, (b) teaching decisions addressing an individual child as negotiating multiple perspectives and expectations, and (c) a definition of literacy as constituted by the negotiation of contexts, perspectives, and expectations. (Contains 3 figures.)