This chapter investigates how prospective primary teachers perceive the didactic potential of a complex literary text and as anonymous reading in teacher education. The case is s short prose text presented in the questionnaire under the label Komáří pohádka and subsequently verified as Petr Ginz’s Bláznivý August, first published in the context of Vedemm the clandestine magazine produced by boys in the Terezín ghetto. The aim is to examine which educational affordances, conditions of use, and perceived risks student teachers associate with this historically situated and interpretatively demanding text. The study analyzes 39 valid questionnaire responses from student teachers of primary education who confirmed that they had read the stimulus and consented to anonymous use of their responses. The analysis is descriptive and interpretive: it does not test pupil learning outcomes but uses student teachers’ responses to develop an evidence-informed account of conditional didactic potential. The findings show that respondents perceived the text as especially relevant for discussion of human-nature relations, environmental education, cross-curricular work, perspective-taking, shared interpretation, and reading comprehension. At the same time, they strongly associated its meaningful use with teacher guidance, careful framing, age-sensitive selection, guided discussion, and follow-up activity. The chapter argues that the didactic value of Bláznivý August lies not in immediate classroom accessibility, but in its capacity to make interpretation, mediation, and pedagogical design necessary.