Within the context of the national debate about boys' achievement in secondary schools, this article examines young people's conceptions of the success of the "Full On" magazine designed to encourage boys to read more and to challenge the negative aspects of a "lad" culture. The article begins with an analysis of the magazine, its editorial policy and intervention strategy. It summarizes a national longitudinal study (Hall & Coles, 2001) and reviews how "Full On" addresses the concerns raised by this survey. The research method draws on the concept of "Appreciative Inquiry", highlighting the magazine's potential to achieve its aims. The findings, based on interviews with young people and their teachers, are largely positive, identifying high levels of engagement with "Full On", its potential to widen boys' aspirations, its effects on their studying and potential to influence post-16 choices. The young people's voices contribute to the understanding of the success of the magazine and debates about reading. Key issues emerge: the relationship between school and reading; boys' conceptions of themselves as readers; the importance of recognizing popular reading; the need to extend conceptions of literacy and reading communities. The study reveals important links between boys' reading and their different perceptions of masculinities, and illuminates the need for teachers to adapt schools' literacy practices to encourage wider participation in reading.