Using 18 weeks of classroom data from a much larger ethnographic study, Kirkland examines the reading ideologies influencing the literacy engagement of a young Black male, Derrick. (To protect participants' identities, this article uses pseudonyms in place of participants' actual names.) In doing so, Kirkland theorizes about how young Black males express thoughts about reading through specific statements of identity--what he calls genres of self. He concludes that many Black males read or don't read based on their thoughts about particular reading tasks--which include complex and layered beliefs around texts, contexts (of instruction), and the subtexts that permeate both. Kirkland suggests that young Black men often express such beliefs through grammars of acceptance/rejection. However, when the situation of reading fits them (i.e., corresponds with their reading ideologies), Black males read and find pleasure, interest, and purpose in doing so.