This chapter's aim is to present and discuss discourses of sustainable and available lives offered to tweens through fiction reading. One's repertoire of discourses and contexts of living are understood as conditions for ethical literacy that here are related to sociocultural perspectives on moral development. The four most borrowed books for this age group at Gothenburg's libraries have been interpreted through close readings and analysed in relation to Nussbaum's capability approach as a way of grasping sustainable lives. Recurrently, discourses of lives as hierarchical, gender-structured but also caring emerge, and discourses of life as threatened are proved to be helpful in clarifying the meanings of sustainable lives. Since the discourses of the books are quite varied, one conclusion is that book choice is important.