To become successful readers, adolescents have to navigate multiple internal factors related to their literacy, namely their capability, identity, and self-efficacy as readers. They also must journey through the literacy demands of a school day, and their resulting experiences continuously shape their self-perceptions of identity and self-efficacy. The research on these affective components of adolescent readers is scant. Therefore, this qualitative, narrative inquiry study was designed to investigate the experiences of adolescent readers by interviewing a unique group with multiple perspectives--the preservice English language arts teacher. This population has two lenses through which to view the adolescent literacy experience. The first is their own time as a student in middle and high school, and the second is their teaching internship time where they were able to work directly with adolescent readers. The research questions of this study specifically related to impactful experiences during preservice teachers' time as students, how they perceived themselves as readers in earlier years, and experiences that served as sources of self-efficacy. An additional research question asked preservice teachers about how current adolescent readers approached literacy activities in school. The results of interviews with four participants indicated they had some impactful literacy experiences, high levels of reading capability and self-efficacy, and the presence of three of the four sources of self-efficacy (i.e., mastery experiences, verbal persuasion, and physiological responses). The participants' stories also showed reluctance toward traditional reading activities on the part of the current adolescent readers with whom they worked during their internships. The study concludes with recommendations for future research and professional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]