The work of positioning oneself socially and institutionally is important work for teacher candidates whose profession situates them in the complex, sociopolitical lives of children and families. Through book club meetings in which seven undergraduate and graduate teacher candidates read social justice advocates' memoirs, the research participants used reflections on the memoirs to socially position themselves. This research contributes to the fields of social justice education, critical literacy, and teacher positionality. Findings from this research contribute to the types of curricular engagements that support teacher positionality work.