Describes two at-risk readers' perceptions of in-school and out-of-school reading-related activities; their conceptions of reading, learning to read, and themselves as readers; and their responses to their teachers' learner-centered, meaning-based reading instruction. Illustrates the instructional significance of children's conceptions about reading, reaffirms the importance of flexible, meaning-based reading instruction; and demonstrates the power of looking past the "at-risk" label. (RS)