Children often become deeply immersed in stories. Just as often, however, they may resist reading, or reading certain types of texts. The authors present a typology of six ways in which young children resist stories. Though educators may be inclined to view such opposition as a roadblock to understanding, children's resistance may be the occasion of powerful teachable moments, generating deeper comprehension and more thoughtful interpretation. Through these types of resistance, children demonstrate their active engagement in sense-making about their world and the world of the story. In "intertextual" resistance, children critique one story on the basis of their familiarity with another. In "preferential" or "categorical" resistance, children resist whole categories or genres of books, such as fantasy. In "reality testing," children identify a conflict between the world of the story and their understanding of reality. In "engaged" or "kinetic" resistance, children resist texts that evoke painful realities. In "exclusionary" resistance, children note the absence of characters or situations with which they can identify. Finally, in "literary critical" resistance, children critique the author's craft on the basis of their literary understanding. Included is a discussion of the reasons why classroom teachers should be aware of the ways in which children resist texts as well as implications for classroom practice. (Contains 1 table.)