This research used a qualitative case study approach to examine the manner in which students perceived the enactment of pedagogy of restorying in an online and classroom environment. The teacher-researcher employed lesson plans using a digital platform to assist students’ meaning making while reading a class novel, Anthem, and students’ free choice speculative fiction novel. Students used the restorying concept to create relevant learning experiences while interacting in an online learning environment. There were seven participants involved in this study; all of the participants were students in college prep, honors, and gifted ninth grade language arts classes. Data sources included semi-structured interviews conducted over the course of the four week study as well as classroom observations, artifacts, and online transcripts. Students interacted in the online learning space by restorying the texts. This activity in the virtual space positioned students to engage in opportunities to create meaning of texts as opposed to finding the predetermined meaning. These results suggest that adolescent students are able to develop their own meaning making of texts when they are allowed to use restorying to write themselves into texts that once excluded them. The implementation of restorying as a pedagogy and the participation in the online writing space allowed students to learn and acquire a sense of equity as they interacted among peers, negotiate meaning, and become engaged in literacy practices in the secondary language arts classroom.