This article reports findings from a small-scale focus-group study funded by the British Academy. Drawing on Herbert Marsh and Richard Shavelson's notion of "Academic Self-Concept" and David Barton and Mary Hamilton's view of literacy as context-specific social practices, the authors examine what young British "Harry Potter" enthusiasts perceive as the influence of the novels on their subsequent reading behaviour and academic development. Specifically, they consider whether these children feel that "Harry Potter" has helped improve their literacy skills and whether they think the books have changed their attitudes to reading. Moreover, the article sheds light on the role of the films and the possible effect of gender. The authors conclude that the "Potter" enthusiasts they have interviewed see the series as formative in terms of their literacy. However, regarding gender, intra-group variation (differences among individual readers in a group of either boys or girls) is far more significant than inter-group variation (differences between single-sex groups of boys and girls).