The study explores the challenges English teachers in Oklahoma's secondary schools face when including diverse perspectives in their classroom literature selections. There is a disconnect between state standards that encourage inclusivity and the pressures from the local community, including conservative opposition to DEI initiatives, increasing political restrictions on curriculum content, and resource shortages. Through interviews, two English teachers explain how they work through these tensions, aiming to diversify the curriculum while also managing the expectations of more conservative viewpoints. Despite the challenges, the experienced English teachers actively strive to provide students with opportunities for self-reflection and exposure to diverse perspectives. Findings indicate a pressing need for increased institutional support, particularly in securing funding for contemporary and multicultural texts, and clearer guidance on navigating political and community pressures. Expanding thematic teaching approaches, such as integrating literature with broader discussions on social issues and fostering collaboration between educators, administrators, and local stakeholders, could help mitigate these barriers. Strengthening these areas would create more inclusive, critical-thinking classrooms that align with the intentions of state standards while addressing the realities teachers face.