Although scholarship has examined the representation of Muslim characters and/or followers of Islam in literature for children and young adults and provided reference materials for classroom instruction, the incorporation of Muslim literature in classroom contexts has been largely unexplored. Drawing from Braun and Clarke's conception of thematic analysis as a methodological approach, the authors describe the shifting perceptions of a high school English class as student participants read and discussed young adult texts centered on Muslim protagonists and the religion of Islam. Findings offer a graphic display for understanding the participants' shifting perceptions and how the learning experience ultimately resulted in students' ability and willingness to challenge their initial beliefs about Muslim cultures and Islam.