This conceptual article explores early adolescent students' responses to an experimental Gothic reading unit (including popular culture and traditional texts). The Gothic genre was selected due to both its prevalence in youth culture and lack of representation in reading classrooms. This hybrid curriculum increased academic reading engagement in connecting students' in and out-of-school reading practices. The entire seventh grade class participated in the unit; however, I focused on the responses of eight students. In reflecting on these students' perspectives to the experimental unit (which occurred over a five month period), an increase in reading engagement and rapport within the classroom was noted across all of the participants. This article illustrates the importance of prioritizing what students value within the classroom.