We may assume that high school students are too “old” to enjoy simple, juvenile reading. But reading these simple books with students not only captures their attention, but also allows them to focus on larger science concepts and can introduce them to new science content (Madrazo 1997; Cerullo 1997). Reading juvenile science books aloud can also serve as a springboard to inquiry and higher-level investigation and study. This article presents suggestions for incorporating juvenile trade books into instruction and for selecting appropriate books for each science class. The instructions for reading aloud are based on the author’s own experience teaching high school biology students.