This qualitative case study investigated L2 readers' semester-long experiences with web-based pre-class peer discussions (WPPD). Data were collected from a university L2 reading course and included field notes on 21 students' web-based learning activities and in-class learning activities, interviews with these students, and their reflections. Through a qualitative analysis of these data sources, the study revealed that the L2 readers felt that the WPPD created an engaging peer-learning platform for their pre-class learning. The students also felt that their WPPD, buttressed by their instructor's in-class assistance, gradually facilitated their pre-class navigation of a new text, as exemplified by their questions and answers about the deep meaning of the text. The study concludes that despite the L2 readers' individual differences regarding their need for teacher assistance, they perceived WPPD as useful for their pre-learning activities motivating them to engage in peer learning and develop subject knowledge, especially in L2 contexts, where understanding the deep meaning of L2 texts at the content level is emphasized.