In this qualitative study, the author examined the ways middle school literacy teachers responded to their boys' dialogue journals. The participants were 3 middle school literacy teachers and 19 middle school boys. The findings of this study indicated that the teachers took 4 roles (teacher as reader, teacher as responder, teacher as facilitator, and teacher as encourager) when engaging boys in a reciprocal process of dialogue about literature and the act of reading. Example excerpts of the teachers' responses are shared.