When readers of contemporary adolescent literature are encouraged to participate in conversations about what is considered canonical literature, the literary value of adolescent reading expands past narrowly defined borders. Several recent adolescent novels provide access to the classics and may generate interest among middle school students in reading classic literature. The author argues that the ability of adolescent novels to generate interest in classic texts is a more efficient and relevant method of introducing middle school readers to the canon and prepares them for the classical texts they will encounter in high school English classes. Encouraging adolescents to use a form of intertextuality as a tool for creating interest in canonical texts prompts teachers and researchers to re-cast adolescent literature as worthwhile and important. This article explores the intertextual connections that exist between a sampling of middle grade/young adult novels and canonical literature. (Contains 1 table.)