Rebecca Rogers explores the complexity of family literacy practices through an in-depth case study of one family. The study focuses on June Treader and her daughter Vicky, urban African Americans labeled as "low-income" and "low literate." Using participant-observation, ethnographic interviewing, photography, document collection, and discourse analysis, Rogers describes and explains the complexities of identity, power, and discursive practices that June and Vicky engage with in their daily life. She explores why, despite their proficiencies, neither June or Vicky see themselves as literate. The study contributes in multiple ways to extending both theoretically and empirically existing research on literacy, identity, and power.