This case study explores how identity, cultural capital, social relationships, and power dynamics shape student engagement and motivation in critical literacy classrooms. Using Bourdieu’s theories of habitus, cultural and social capital, and frameworks from critical literacy scholars such as Allan Luke and Hilary Janks, the study examines three students: Daniella (private bilingual school), Sara (rural public school), and Isabella (homeschooled). Findings reveal that prescribed school texts often fail to engage students like Sara and Daniella due to a mismatch with their cultural backgrounds. In contrast, Isabella’s personalized curriculum supports deep engagement, showing the value of aligning instruction with students’ lived experiences.