Literature study discussions have been included in many instructional frameworks for the past twenty years. As classroom teachers struggled to get quality discussions going, researchers and educators offered a variety of pedagogical approaches, theoretical considerations, and instructional resources to support their efforts. While the use of literature study groups may remain an important component of instruction, particular theoretical and pedagogical considerations may, in fact, impede the quality of the discussions. This article focuses on overcoming some of the theoretical and pedagogical impediments necessary to enact and support quality literature discussions.