Although graphic novels are an increasingly popular literary format, there is currently little empirical research that documents their use with struggling male adolescent readers in school settings. The purpose of this multiple case study was to examine the ways in which four struggling, eighth-grade, male readers responded to graphic novels during a graphic novel book club. The Adolescent to Read Profile (AMRP) was utilized to determine the motivational effects that reading graphic novels had on the participants' value of reading and their self-concept as readers. Additional data were obtained through observation field notes, audiotapes of book club sessions, teacher interviews, and literature logs. The findings from this study support the use of graphic novels with struggling male adolescent readers. From the participants' responses to graphic novels, I concluded that reading graphic novels improved their reading engagement, and had a positive effect on their reading motivation. The quantitative and qualitative findings demonstrated that all four participants experienced an increase in their value of reading after the graphic novel book club intervention. Although the self-concept as a reader scores were mixed, there were signs from qualitative data that pointed to evidence of moderate improvement in the participants' reading efficacy. Implications for theory, practice, policy, and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]