This paper describes how one faculty member worked toward becoming a more democratic teacher educator. The instructor proved that by re-examining one's teaching practice and working with students to create a more democratic higher education classroom, this can be achieved. The goal was to scaffold student learning by constructing a democratic community that was engaged with literature. The hope was that the connection between literacy and democracy would be revealed to the students through the social construction of meaning in the course readings. This revelation, theoretically, would occur as the students engaged in literary circles and participated in a democratic classroom. The study examined whether: (1) students would actually feel powerful and engaged in the democratic process; and (2) students would make the connection between literacy and democracy. Students completed surveys at the midterm. Data collected from both student surveys and essays revealed that the majority of students (55 percent) made the powerful connection between literacy and democracy. Four categories of thinkers emerged: the theory seekers; the practice seekers; the standards seekers; and the aesthetic seekers. Four appendixes include literature choices for the course; an team member self-evaluation form; a team self-evaluation form; and a rubric for evaluating team presentations. (Contains 19 references.) (SM)