The idea of offering students choice in their reading materials is not new yet this is not occurring in many high school classrooms. Researchers have identified many academic and personal benefits when students are allowed to choose their own reading materials, including more engagement with reading. This article describes one high school teacher's experiences implementing a three‐week reading choice unit to his sophomore English classes. We highlight how he structured this experience and the instructional decisions he made while teaching students all of whom were reading a different book. In addition, we examine the students’ responses to this three week experience.