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The Freedom Writers Diary is composed of diary entries by the students and Gruwell. This article aims to examine the therapeutic dimensions of the work. Gruwell encouraged students to read literature and write reflective journals by drawing parallels between the novels and their lives. In order to trace the students’ transformation and investigate the therapeutic impact of bibliotherapy, this study refers to the findings and journal techniques of Kathleen Adams and James Pennebaker. It also introduces the principles and goals of bibliotherapy, along with the concept of “mirror books.” The students, who once struggled to imagine a safe graduation, overcame their hardships, modeled themselves after characters in literature, and achieved their aspirations. They experienced the core processes of bibliotherapy— identification, projection, catharsis, and insight—which enabled them to gain clarity and purpose in their lives. This work illustrates the powerful potential of bibliotherapy, through developmental reading and expressive journal writing, by documenting the healing journey of students whose traumatic and lived experiences echo those found in many American novels. Moreover, Gruwell’s teaching methods, which incorporate a multicultural curriculum, offer an effective model for similarly challenging educational environments.