Discussions about diversifying the literary canon have been going on for decades. Colleges and universities have seen changes in their literary curricula due to such debate; more women and people of color are being taught now more than ever. Though changes are prevalent in higher education, literary studies have yet to see the same changes at the secondary level. This descriptive study seeks to evaluate what secondary educators at one midwestern high school are teaching. Specifically, seven ninth-grade teachers were investigated in order to interpret exactly what works of literature are available and taught. Two sets of data were analyzed: What literature is available to teachers to use in the classroom and the works teachers choose to include in their curricula.;The results show that the subjects mainly teach traditional selections of literature. That is, they most often teach literary works by white men of European roots. These findings suggest that, at the secondary level, the literary canon has not changed. Teachers, by and large, are teaching works that reflect the majority culture of this country. Following the result section of the study is a section dedicated to diversifying the teachers' curricula. Suggestions of specific pieces of literature are given. The selections, chosen due to their diverse nature, will allow ninth-grade teachers in the school studied to include authors of differing backgrounds into their English classrooms.