<p>Social media utilizes machine learning algorithms to keep users engaged, but these mechanisms can push users down rabbit holes and exacerbate negative health outcomes in teens. While nearly all teens use social media, they struggle to critically use these platforms. In this study, we explore the perceptions of 6th graders who participated in a social media literacy curriculum. The curriculum drew upon critical perspectives to help young people understand and reflect on algorithmic mechanisms that drive creation and consumption of information on social media. We found that students held a number of paradoxical views which were (1) and perceived the mechanisms that govern social media as both creepy and useful, (2) these mechanisms can both narrow and expand their worldview, and (3) the impact of spending time on social media can be both helpful and problematic. We found that young people can be critical of these spaces, and we argue these paradoxes can be a starting place balance instruction between negative and positive aspects of social media and help young people develop more nuanced, critical perspectives. We also suggest future instruction and research should adopt a balanced approach which considers and includes the benefits and potential dangers of social media.</p>