With globalization, observation was made for the need to challenge cultural homogeneity and to diversify readers’ interpretations, defining this as critical literacy. There was a lack of research on engaging the dominant in developing critical minds. This study investigated reading practices of students from privileged background when they were asked to critique what was hegemonic in a globalized society. Three Korean students were from upper-middle class backgrounds and were successful academic achievers. A qualitative research design guided the data analysis of students’ emerging patterns in reading practices. Readers took complicated paths: students were explicit in current beliefs about poverty, were critical about those naturalized view, and were bought into the dominant belief system. The reading practices that re-visit readers’ cultural view and consider diverse perspectives were suggested. Hybrid literacy practices, as opposed to having ability to read across spaces or not1 was important. Critical positions emerged when including those missing perspectives.