This article respectfully challenges the metaphor of "open doors as resistance" by reconceptualizing power in the English classroom. It also offers an alternative metaphor -- open doors as acts of love and possibility -- through different theoretical and practical underpinnings. When we, according to the authors, conceive of teaching "'with our doors open'. . . as a form of empowerment and an act of resistance," we position teachers as the rebels to the empire or the oppressed to the oppressors. Whether intentional or not, the authors (English teachers as a whole) choose which policies, mandates, or traditions they are "with" and which the authors are "against" (or "resist") through words and pedagogies -- the teaching of English is not a neutral enterprise. Conceiving that teachers could or should resist these impositions and be empowered in their work, however, places teachers in a precarious situation, for it runs the risk of positioning them as "without" power, possibility, and choice. In visiting with and observing exceptional teachers of high school English classes, the author has seen how teachers include student choice (which often includes YA and noncanonical texts) reading time throughout their weeks and courses. To see themselves "in" power and to imagine possibilities, teachers need to conceive of "open door" metaphors of their own, rather than that of "resistance." So, as the (second) author states, they found a way to combine existing English department texts and (with some small, allocated funds) some additional texts the author read recently to try a new book club unit with the following options for students. While the students may sit in the author's classroom with less than stellar diversity apparent on the surface, they are exposed to a variety of cultures throughout the year (Native American, Asian American, African American, Jewish American, etc.). What the author enjoys most, however, is not force-feeding a particular race, gender, religion, or culture to my students; it's facilitating numerous discussions about characters or real-life persons (in the case of nonfiction texts) and watching students connect with them, "regardless" of their cultural backgrounds. Certainly, the author discusses and gain respect for differences among us, but the real learning and growth seems to happen when students realize that struggle and triumph are universal human experiences.