This case study utilized poetic inquiry, a qualitative research methodology, to explore the reading experiences of 13 postgraduate high school students from various North Texas high schools. After selecting and reading young adult novels featuring protagonists who identified as lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, and other gender or sexual minorities (LGBTQIA+), the students shared their reflections, which were analyzed through poetic inquiry. The method highlighted participants' emotional reactions in a way that was more intricate and personal. Most novel options for adolescents come from aged books that found a home in schools' book closets decades ago, offering little diversity for readers. Students are more likely to be engaged in reading when they can see themselves in stories. In addition, reading about someone different can also build empathy. These assertions were tested by evaluating whether students were more engaged in reading and felt empathy toward others after reading about the experiences of LGBTQIA+ characters. The significance of LGBTQIA+ representation in novels for high school students was evaluated.