In this study, the teacher used “Book Club” to guide her instructional practices in a3rd grade U.S. literacy classroom. The purpose of this study was to investigate theteacher’s role and guidance in this transformation process within the context ofliterature discussion groups or Book Club. The research question was “What are theteacher-student interactions and how do they help students to become independentlearners?” The study was conducted at a public elementary school located in thesuburb of a city in the northeast, U.S.A. The main method of data collection in thisstudy was field notes from six observations, together with teacher and students’reflections. Results showed that the teacher’s role during literature discussion groupsconsisted primarily of providing scaffolding for students’ attempts at conversation anddiscussion around the literature circle.