This study explored English teachers' perspectives on the influences on their print text choices for study by Year 8, 9 and 10 students at three Christian schools in Perth, Western Australia (WA). A multiple-site case study was used to understand the phenomenon. Three teachers were selected at each school and data were collected through qualitative interviews and teaching documents. Data was inductively analysed using within and cross-case analysis. The study identified three overarching influences on English teachers' choices of print texts: student engagement, school context and teachers' beliefs. Mandated curriculum documents were found to have minimal influence on their choices.