The problem addressed in this qualitative phenomenological study was how poverty affected educators in teaching literacy achievement in secondary high school classrooms. The purpose addressed the experiences of educators to create a model of their lived experiences. Using sociocultural theory, a multilayered environment was analyzed using a phenomenological approach, which gave the ability to analyze interpersonal and subjective experiences of those involved in the process. The population included history teachers in secondary level schools in DeKalb County, Georgia, who were given digital surveys to complete. The results were analyzed using the Lexile scores from the Georgia Milestones Assessment System (GMAS) exam and the questionnaires results. The themes included the educators' perceptions regarding literacy skills and achievement including positive and negative impacts, effects on curriculum and students grades and/or achievement, poverty's effect on literacy levels, reading and writing curriculum in the classroom and for homework, effects on curriculum, materials used for both versions of learning, and how remedial reading and/or writing were offered for their students. Educators felt literacy achievement was above expectation and as expected in their classrooms and that they were offered little to no professional development. Educators saw a decline in coursework completion and comprehension in reading or writing assignments and felt literacy achievement positively affected their student's grades. Remedial reading or writing instruction was provided primarily through various teachers. The Georgia Milestones Assessment System (GMAS) exam social studies scores showed that more students in social sciences were beginning learners. Results showed a lack of data in literacy achievement and progression for social studies courses across the secondary level grades. The majority of students who fell below the standard in literacy achievement were minorities. A need was shown for professional development for the educator's which would also increase the educator's morale, lower behavioral issues, enhance time management, and lower truancy issues. Addressing these issues could enhance critical thinking skills for students. Future research could address teacher's perspectives and its effects on student's literacy achievement, and how national versus local educational standards affect literacy achievement levels. [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.]