In this article, we discuss the theory on literacy teaching and learning that undergirded our intentions for creating this book. We then outline the process we followed and explain the impact that this book project has had on us. We draw on our diverse perspectives as teachers, students, and a teacher educator, bringing multiple perspectives on what the ABC book has contributed to our understandings. We hope that our discussion is helpful to other teachers and students in Georgia who are eager to find out more about how their literacy teaching and learning are rooted in contexts and communities.