In this study, the authors examined how parents, preservice teachers, and teens responded to their reading of one controversial young adult novel. Analyzing the discourse of participants through the lens of positioning theory, the authors found that student readers approached the book as a story, examining its various literary elements. Youths also noted the reality of the text and drew personal connections to plot elements. Parents, however, considered the book as a tool and expressed concerns over the text's message and potentially negative influence. The authors also discuss conflicts that arose in the dialogue and conclude with implications for teachers and teacher educators.