Our purpose in this study was to more deeply understand the ways in which text-based, sociohistorically situated narratives can be optimally used for promoting reading comprehension. In particular, we sought to understand the experiences and perspectives of young readers from diverse backgrounds (N = 24) as they engaged with science discovery narratives (i.e., stories by or about scientists engaged in the process of discovery), which have been shown to have advantages over traditional expository texts (i.e., those that present information without attending to the discovery process) in fostering comprehension of targeted conceptual information. Interviews were conducted and analyzed using a sociocognitive framework that positioned participants as reviewers of text quality. Findings suggest that the personal and sociohistorical elements of science discovery narratives were effective in engaging readers' interest and helped highlight the culturally situated nature of knowledge and the nature and processes of scientific inquiry. We conclude by arguing that in the development and instructional use of texts, educators would do well to consider the ways in which foregrounding sociohistorical considerations can foster engagement and, hence, greater comprehension in readers from diverse backgrounds.