The high stakes consequences resulting from an emphasis on standardized test scores can be detrimental to adolescent readers' perceptions of themselves as readers. A single measure of reading ability provides only a small picture of what students can accomplish and what their learning needs are. This case study provides a keen insight into adolescent readers' perceptions of remedial reading classes. Struggling adolescent readers have an array of negative emotions about literacy. Engagement in reading is directly related to reader motivation (Schraw & Bruning, 1999). According to Beers (1998), unmotivated readers have negative feelings about readers and they do not identify themselves as readers; they see reading typically as functional and approach reading as a set of skills at the word level.