Fifth-grade inner city boys engaged in reader response via e-mail with preservice teacher education candidates. Books and laptops were provided via funding from a federal grant. At the semester break, the boys were assigned new partners with which to correspond regarding their reading. All e-mails were filtered through the classroom teachers and the college instructors. The boys were surveyed and interviewed as to what type of books and other factors led them to read a book. This article describes the kind of books the boys tended to select as well as the interactions with their college reading buddies. Suggested titles based upon the criteria gleaned from the study are provided for teacher use. (Contains 1 table.)