This paper reviews the book Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co‐Designers by Ricki Ginsberg (2022). Published amid increasingly contentious censoring of teachers' autonomy and students' rights to read in many districts across the United States, this book is a timely call for educators to rethink traditional curriculum choices and pedagogical approaches in the secondary literature classroom. Ginsberg makes a strong case for privileging engaging and relevant texts utilizing YA literature and centering students and their voices in communities of practice in the classroom. She offers a wide range of approaches to make this book relevant for teachers across the spectrum of autonomy, including impactful additions to existing curriculum for those in more constrained environments and a blueprint for a stand‐alone YA literature course for those with more flexibility. Geared toward an audience of secondary literature teachers with many practical pedagogical considerations and suggestions, the solid theoretical base makes this book a useful read for literacy researchers and administrators interested in promoting student‐centered pedagogical methods, leveraging meaningful communities of practice in classroom settings, and reaping the benefits of YA literature with secondary students. [ABSTRACT FROM AUTHOR]