Boaler (2016) asserted that problem posing is the "essence of real mathematics", yet many students do not have opportunities to pose and then solve their own mathematical questions. Rather, students spend their time solving tasks someone else posed--often their teacher or textbook. To promote problem posing, the author designed, implemented, and taught a sequence of lessons to a class of six emergent multilingual students entering grades 10-12 during summer school in a rural midwestern public school. Throughout these lessons integrating reading and mathematics, students posed problems from a young adult (YA) graphic novel they read in class. In this article, the author highlights the importance of problem posing and the benefits of integrating YA literature, introduces the structure of these literature-based lessons, discusses key moves that were successful with students, and describes how students responded.