Young adult literature spotlights the complexity of the adolescent human condition, which helps adolescent learners better understand themselves and those around them (Wolk, 2009). Yet, teachers who are able to find a place for young adult literature in their classrooms or schools often find themselves defending their choices rather than celebrating them (Curwood, Schliesman, & Horning, 2009). Because nobody is more invested in books then the authors, we wondered how they perceived censorship of young adult literature in the classroom. This article shares the advice young adult authors offer to secondary preservice teachers as they prepare to infuse young adult literature in their future classrooms.