This qualitative case study examines how elementary school teachers in a Florida public school district interpreted and responded to House Bill 1467, a piece of education legislation that significantly impacts curriculum content and instructional materials in K–5 public schools. Framed by Karl Weick’s (1995) Sensemaking Theory, the study explores how six third- and fourth-grade English Language Arts (ELA) teachers from four elementary schools made sense of this government policy and its implications for their literacy instruction. Data were collected through semi-structured interviews, classroom observations, and document analysis. Findings reveal that teachers’ sensemaking was shaped not only by the policy’s language but also by their professional identities, prior experiences, emotional responses, and the influence of school-level leadership. Emotions such as fear, frustration, and a protective stance toward students emerged as critical factors influencing instructional decisions. These included closing classroom libraries, restricting text selection, and modifying literacy pedagogy to align with perceived curriculum mandates. This qualitative case study contributes to the growing literature on teacher agency in the face of external policy pressures, illustrating how top-down legislation is interpreted and enacted at the classroom level. It highlights the tensions between policy compliance and professional responsibility, underscoring the need for inclusive policy development processes that involve educators in the decision-making process. The study also emphasizes the importance of preparing teachers to navigate politically influenced policy shifts through professional development grounded in interpretive and reflective frameworks.

Keywords: Government policy, education legislation, sensemaking theory, teacher agency, curriculum mandates, literacy instruction, qualitative case study.