In this work, the author analyzes how Mari, an undergraduate student labeled with a reading disability, describes her reading opportunities and texts throughout her K-16 schooling. Using a disability studies in education lens, the researcher investigated the role that experiences with texts played in Mari's identity development as a reader. For this interpretive case study, the author analyzed multiple semistructured interviews and read numerous written responses to texts, using the constant comparative approach (Glaser, 1965). Mari identified several purposes for reading, including accomplishment, school success, and knowledge acquisition. Reading has been and continues to be a very time-consuming and stressful practice for Mari. As a result, initiating reading tasks became a challenging activity, as well as led to a general dislike of reading, and caused anxiety about being stereotyped because of her reading disability label.