A study was performed in a high-performing parochial secondary school in Queens, New York. To conduct the study, English teachers spanning various years of tenure teaching across all grade levels were surveyed on their familiarity of popular/ modern culture and how it was included within content area lessons. The study was performed to explore the viability of visual media, including video games and related franchised media, within a current curriculum in order to teach students specific literary themes from less traditional texts. Respondents of the survey reported they did not rely on such media, but did rely on contemporary cultural references and texts to teach curriculum to students. It was found that while video games and related franchised media were not used in the sample, there was a correlation in student interest, involvement, and performance when curricular content was linked to students’ digital culture. The findings provide an insight for teachers on the formation of lesson and unit plans to better engage and challenge students in a digital world.