If teachers have a deeper comprehension of their students' reading ability, it may lead to students' improved literacy and understanding of the subject. The account presented in this article of the author's growing interest in mathematical literacy specifically involves mathematical reading. This shift in interest began with a six-week observational study in an eighth-grade classroom in a suburban, Midwestern school district. During this period, the author witnessed both a seasoned classroom teacher and a preservice teacher lead many lessons from the Connected Mathematics Project, Version 3 (CMP 3) curriculum. A particularly salient episode came from a lesson about a taco truck in which one of the students produced a novel interpretation and solution, one that differed from most others in the room. The episode, chronicled in this article, led to an exploration of the 2017 National Council of Teachers of Mathematics (NCTM) conference and various forms of literature in search of an explanation of how reading is used in mathematics classrooms.