This article explores the issue of student interest in close reading. In particular, it raises questions about the limited focus on student engagement in much of the current discourse about close reading and considers how teachers might build and sustain the student interest necessary for literacy activity, especially close reading. Specifically, we draw on sociocultural perspectives on literacy and emerging findings from our own research on teachers' work with the Common Core Standards to describe a set of classroom practices we believe hold promise for facilitating engagement in close reading, particularly among students from historically underserved communities.