The purpose of this action research study was to determine if a bibliotological approach to literacy with at-risk students met the educational expectations of a remedial reading course while simultaneously accelerating literacy practices and promoting positive youth development. Twenty-four tenth grade students enrolled in a remedial reading course in the southwestern USA participated in a nine-week instructional design that utilized young adult literature as a medium through which to practice literacy skills and strategies while exploring positive youth development simultaneously. Measurement protocols included diagnostic assessments of reading, surveys, Likert-scale inventories, and journals as a way of eliciting students' voices. Data was analyzed through paired t-tests, Bonferroni Correlation, and typological and inductive coding. Through this approach, all students experienced an increase in self-efficacy, which led to positive youth development and growth in literacy proficiency and practices. Suggestions for future research include the study of this approach in multiple remedial contexts, with multiple young adult texts, and for greater lengths of time. Additionally, a follow-up inquiry to determine potential lasting impact is warranted.