AbstractNationwide, virtually all secondary students interact with British literature, a traditionally Anglo, white, male canon. Yet, this revered curriculum provides few mirrors for students from historically marginalized populations to see their own cultures reflected. In this reflective practitioner piece, the authors first illustrate how counterstorytelling—a practice emerging from critical race theory—can break open the canon. Because counterstorytelling invites, values, and projects marginalized voices, when incorporated into the secondary English classroom, the practice helps engage students with the material while developing and honing their literacy skills. Second, the authors detail a lesson demonstrating that the canon and counterstorytelling can work synergistically. Throughout the article, the authors attend to the challenges of using an equity pedagogy to teach a canon that functions as the majoritarian story of the secondary literacy classroom—and society at large. Finally, the authors offer strategies for effectively incorporating counterstorytelling into the secondary English classroom.