Abstract
Debates over censorship of young adult literature are pervasive and ongoing in secondary schools and communities. However, there is the little conversation surrounding how a secondary school English teacher’s religious beliefs influence their professional identity and decision-making. This study explores the beliefs of English language arts teachers within a specific faith group in utilizing young adult literature. Findings show teachers express varying levels of comfort and discomfort when choosing to use young adult literature with specific topics and themes. Implications for teacher education are discussed.
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