Abstract: This paper is a report on the findings of a case study contextualized in an undergraduate level elementary education methods course focused primarily on reading education. Over the course of one semester, teacher candidates participated in a professional online book club experience studying powerful literature to launch them toward close examination of instructional philosophies. Participants used blogs to reflect, respond, and interact with group members. This study sought to learn more about book clubs as a pedagogical tool and helped to examine how online book club participation influenced student motivation, engagement, and content understanding. This paper depicts the experiences of book club members as part of a reading community, and the philosophical influences of thoughtful communications in an online professional book club experience. A qualitative analysis of surveys helped to assess the impact of professional book clubs, the members’ perceptions, and outcomes related to both personal and professional development.