At school, Salem, (pseudonym) was below his reading level but above his writing level according to his teacher. At home, his father perceived Salem as a proficient reader capable of working independently. From the author's point-of-view, Salem needed to revalue himself as a reader through understanding that his miscues are an attempt to construct meaning from the text rather than a sign of failure; and, therefore, to view reading as a meaning-making rather than a decoding process. Using methods based on the interpretation of Miscue Analysis (MA) and Retrospective Miscue Analysis (RMA), the author conducted a case study of Salem to determine his problems in reading and to acquire a better view of him as a reader. In addition to the author's tutoring work, she used several assessment tools, including parent interviews and school documentation. Regardless of the amount of time it took to transcribe RMA discussions and retellings, the author found out that she developed a treasure of information about Salem by reviewing his responses. Discussions helped him rediscover himself as a reader, value his strengths, and find ways to overcome his weaknesses. He learned that it is acceptable to make miscues; rather than indicating failure, they reveal understanding. Here, the author shares what she learned from her experience with Salem. (Contains 2 figures and 1 table.)