As most classroom teachers primarily select narrative texts for interactive read-alouds, there is a lack of research that explores interactive read-alouds of expository texts. To address the call for greater equity between narrative and expository texts in curriculum, the purpose of this study was to examine how a seventh-grade English language arts teacher prepared for and engaged students in interactive read-alouds using expository texts. Using a self-study methodology, data were collected in three ways: field notes that captured preparation, video recordings that captured the read-alouds, and post read-aloud reflections that captured impressions following the read-alouds. Findings are organized into two categories—planning read-alouds and engaging in read-alouds. Findings from the first category indicate that the importance of finding enjoyment in expository texts, the balance between entertainer and educator, and charting possible courses are significant parts of preparation for interactive read-alouds. Findings from the second category show that the importance of tapping in and building schemas, cultivating aesthetic experiences in efferent spaces, and engaging as thinkers and knowers are important factors for engaging adolescent readers in expository texts. Though this study highlights only one English Language Arts teacher’s experience preparing for and presenting read-alouds with expository texts, this research suggests that others may wish to embrace the messiness of planning to expand their read-aloud practices, and that read-alouds with expository texts may be particularly beneficial to adolescents because of their unique developmental needs.