Framed around the perspective that identities matter in relation to literacy learning, this case study examined the identity work of June (pseudonym), a lesbian youth in an 11th-grade high school language arts classroom. Informal interviews with June about her work on a multigenre research project in relation to LGBTQ issues were analyzed using the constant-comparative method and discourse analysis. Findings indicate that she positioned herself as a reader and writer in new ways because of an assignment that provided her the opportunity to explore her sexuality. I propose that teachers consider making youth's experiences, including LGBTQ experiences, the centerpiece of literacy instruction. More work, however, needs to be done to explore how educators can create curricula and school communities that recognize and celebrate sexual identities as a part of literacy learning. (Contains 2 tables.)