This case study examined a Romanticism unit within a Year 9 English class in Sydney, Australia. It considered whether popular culture could build connections between students’ lives and Romanticism, and whether the process of remixing ‘high’ Romantic poetry with ‘low’ popular culture could foster student engagement. Thematic analysis of interview, survey, observation, and artifact data revealed three key findings. Firstly, through exploring popular culture texts, students believed Romantic concepts related to their world but not to them. Secondly, the extent to which students understood Romanticism through popular culture was influenced by personal, textual, and educational factors. Thirdly, students felt that the collaborative remixing process promoted freedom of expression. While many teachers are concerned that popular culture will displace canonical literature, this study found that this is not the case: incorporating popular culture is not an ‘either/or’ approach, but it is an enriching, complementary practice.