“Boy books” are frequently promoted as a surefire way to increase reading motivation and engagement among young adolescent boys. This study challenges the “boy book”/”girl book” dichotomy, suggesting that particular book covers may discourage boys from reading novels they might otherwise enjoy. It also presents evidence of social consequences for boys carrying a “girl book” down a school hallway but not for girls carrying books a “boy book.” Ultimately, this research suggests that young adolescent readers need help from teachers, librarians, parents, and peers to recognize and disrupt gendered stereotypes that define boys and masculinity in limited ways while creating unsafe school spaces for boys as readers.