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This case study used in-depth student interviews and observations to investigate a project-based learning classroom in a public high school. Student perceptions of their higher-order literacy skills were explored within the participatory classroom and through collaborative student projects. These higher-order literacy standards were outlined by the anchor standards of Common Core State Standards. Over a seven-month period, the author conducted seven one-on one, in-depth student interviews and observed daily classroom interactions as well as project presentations. Bourdieu’s concepts of capital, field, and habitus informed the thematic analysis of the data. These concepts, in addition to codes related to higher-order literacy, revealed students’ perceptions of higher-order literacy within a cross-curricular project-based learning classroom. Additionally, codes related to participatory culture led to identifying student perceptions of classroom structure and relationships. Student voice predominated the presentation of findings for this study.