This article explores young readers' fascination with particular authors. It begins with a brief analysis of the contents of fifth graders' letters to their favorite authors. It then juxtaposes their range of responses with the varying perspectives that teachers typically adopt when designing an author study, advocating a model of author study that respects the vitality of aesthetic, literary, biographical, and social response to literature. Included is an overview of a Mem Fox author study that the author designed and implemented with a class of third graders to illustrate this model of author study as multiple response. The article concludes with the benefits of conducting author studies in elementary classrooms as explained by these third graders and espoused by literacy and literature experts.