For many secondary-level teachers working with adolescent language learners, one of the motivations for choosing English teaching as a profession is a shared love of reading short stories. At its best, entering a narrative is a sensory experience: engaged readers see, hear, and feel the words of a story and imagine themselves within its pages. Often, however, in literature-based secondary-level English as a foreign language (EFL) classrooms, reading doesn't feel engaging or interesting. This article illustrates how secondary-level teachers might reframe reading a classic American short story as a sensory experience, leveraging visualization strategies that tap into student creativity. It begins with a brief overview of the literature surrounding visualization and reading comprehension. It continues with a series of five concrete but flexible strategies: Reading Graffiti, Image-Scaping, Guided Imagery, Storyboarding in Person, and Logographic Cues. Although the emphasis is on the adolescent classroom, teachers and readers across grade levels and content areas are encouraged to try out these moves and adapt them to their own classrooms and circumstances.