Although the implementation of multimodalities in education is much lauded by education research, the educational value of such formats is uncertain for education stakeholders. This study relied on the use of focus group interviews and field notes to better understand how a group of middle school students felt about their graphic novel reading experience and the legitimacy of this format in an educational context. The researcher's findings suggest that the students enjoyed their graphic novel reading experience greatly; however, the participants did not consider graphic novel reading to be a valuable educational practice.