Only about half of new teachers report that they feel prepared to teach reading when they enter the profession. This research study focused on six elementary teacher candidates enrolled in a reading methods course combined with a reading practicum. The teacher candidates participated in an ongoing collaborative community discussion group throughout the study to discuss their views and understandings of their experiences in learning to teach reading. A qualitative case study design was used to provide a contextualized understanding of the relationship among the teacher candidates' reflective thinking, their responsive reading instruction, and the interactions within the discussion group which influenced them. In addition, the impact of the researcher's role as a mentor and facilitator of the discussion group was considered. Results indicate that the discussion group provided a supportive framework which facilitated positive changes in how the teacher candidates became more reflective and enhanced their pedagogical understanding of teaching reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]