Prior scholarship suggests that many boys are disengaged from school-based literacy because they do not see its value or significance in their lives. In response, this study investigates the role of popular culture and new literacies in motivating adolescent boys within secondary English. Drawing on sociocultural approaches to literacy research, this case study at a boys' high school in Australia builds upon previous research on boys' literacy and offers insights into the potential connections between boys' school-based literacy practices and their out-of-school interests and experiences. The findings indicate that teachers positively believe in the potential for new literacies and popular culture texts to motivate and engage adolescent boys. At the same time, the study suggests that some boys find new literacy practices unnecessary as they move into their senior years of high school and prepare for the New South Wales Higher School Certificate exam.