This thesis studies the theoretical frameworks that govern the secondary English language Arts classroom, and the reasons why those frameworks often go unseen by both teachers and students in the classroom. By considering the historical development of literary studies as it intersects with secondary English language arts, an argument is made against using a monological theoretical perspective in the classroom by explicating recent movements to include intentional instruction of literary theory in the secondary ELA curriculum. This “multiple perspectives” approach provides a new framework for reading, interpreting, and analyzing literature from a variety of worldviews and ideologies. This thesis then details a study that was conducted regarding the knowledge and attitudes that secondary ELA teachers might have about using literary theory in their own classrooms. The findings are discussed and related to the larger argument for using multiple perspectives before ideas for future research are detailed. Lastly, ideas and resources for implementing such a curriculum are discussed briefly in both general terms and for me specifically.