Based on the finding that teachers' literacy beliefs affect their instructional practices, recent studies on literacy beliefs present an increasing interest in heritage language (HL) because of the rapid increase in heritage learners' enrollment. However, less is known about Korean language teachers' literacy beliefs and practices in college classrooms where heritage and non-heritage learners learn together. The present study aimed to first examine the literacy beliefs and practices of a novice Korean language instructor, who struggled with the challenges of teaching heritage learners during most of his teaching career. The second purpose was to investigate whether there were incongruences between his literacy beliefs and practices toward heritage or non-heritage learners. This research used a qualitative case study and collected data through a combination of a survey, interviews, and classroom observations. The results indicated that the novice teacher demonstrated a constructivist literacy orientation, which is a whole-language approach and promotes transformative learning. His literacy beliefs appeared to be congruent with his practices toward heritage learners but were incongruent toward non-heritage learners. This incongruence was explained by university policy, his educational background, and the students' low Korean language proficiency. Acknowledging heritage learners as mediators and community builders who potentially promote literacy skills, the novice teacher promoted differentiated literacy instruction and presented a broader understanding of literacy, such as cultural and digital literacy, to connect literacy skills to everyday life. This study suggests that the embracing of comprehensive and constructivist approaches to literacy instruction and curriculum is only possible through a teachers' inner awareness of their own premises about literacy beliefs and instructions. The results indicated that the novice teacher has a constructivist literacy orientation, which is a whole-language approach and promotes transformative learning. His literacy beliefs appeared to be congruent with his practices toward heritage learners whereas literacy beliefs were incongruent toward non-heritage learners. This incongruence was explained for university policy, participant's educational background, and students' low proficiency. Acknowledging heritage learners as a mediator and community builder to promote literacy skills, the participant promoted differentiated literacy instruction and presented broader understanding of literacy, such as cultural and digital literacy, to connect literacy skills to everyday life. This study suggests that the embracement of comprehensive and constructivist approaches to literacy instruction and curriculum is only possible through teachers' inner awareness of their own premises about literacy beliefs and instructions. [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/en-US/products/dissertations/individuals.shtml.]