Many educators support the idea that science requires a specific set of literacy skills and that all students should be equipped with those skills to become scientifically literate; however, this challenge requires science educators to develop methods to underscore the building of disciplinary literacy. In the presented curriculum for preservice science teachers (PSTs), developing inquiries around popular fiction text not only supported PSTs’ building of disciplinary literacy, but also legitimized the place for popular culture text in the formal classroom.