This self-study examines the role that children’s out-of school lives play in the “schooled literacy practices” of the Morning Meeting, a daily meeting in the teacher-researcher’s classroom. Morning Meeting in this Grade 2/3 classroom became a contestable “third space” where several professional tensions intersected for the teacher-researcher. The study explores questions of what “counts as literacy,” what role “popular culture” plays in school, and whose voices are privileged or marginalized in schooled literacy discussions. Data was collected over a 3-week period in the form of immediate and more distanced teacher reflections. A Bourdieusian theoretical framework, critical sociocultural literacy theory, third space theory, and artifactual critical literacy, offered the teacher-researcher lenses through which to analyze the meanings found in the everyday stories and artifacts young children share in the schooled literacy practice of Morning Meeting. The findings of this study inform and create new thinking about the entanglements of children’s out-of-school everyday culture with schooled literacy practices.