Much has been written on the subject of linking math and literature. However, the focus is usually on the incorporation of reading into a math class--how a teacher might use picture books, problems, or stories, in general, to bring enthusiasm and engagement into the math classroom. In this article, the authors propose that teachers think about linking these two subjects in the opposite way, incorporating math into a literature class as a means to build comprehension and enthusiasm and as a way to discover mathematical concepts as they exist in literature. The authors describe a philosophical and pedagogical basis for incorporating mathematical concepts, inquiry, and problem solving into a language arts classroom, as they may naturally fit with the curriculum. Although the form of these discussions varies with each story and especially with grade level--moving from questions of "what" and "how" to "why"--the underlying tenet remains constant: mathematical concepts should be found and explored as they are encountered in stories and other literature. The authors also discuss and suggest ideas that provide a framework for implementing this kind of curricular integration. (Contains 1 figure.)