Framed as the "transaction" between readers and texts, this article examines the scripture reading practices of three Methodist youth. Data were generated through verbal protocols in which youth verbalized their thinking as they read self-selected passages from the Bible. Multiple rounds of inductive thematic analyses identified how the youth used interpretive questions, visualizations, summaries, comparisons, and real-life applications to construct knowledge from their respective passages. This work raises key issues about the nature of youths' experiences with sacred texts, how youth develop scripture-reading repertoires, and what counts as reading across faiths.