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This self-study (Dinkleman, 2003; Loughran, 2007) evaluates an assignment in a secondary English methods course, a Young Adult Literature rationale. The author examined how students engaged with course materials and Common Core State Standards for reading, as well as what correlations were evident between these elements and students’ application of anti-bias, anti-racist English teaching scholarship and practice. Results found that students successfully aligned appropriate literature with CCSS and anti-bias, anti-racist scholarship and practices but were engaging with a limited range with the education literature. Suggestions will be provided for broadening pre-service teachers’ engagement with scholarship on their trajectory to become teachers for social justice.