Collaborative Strategic Reading (CSR) is based on the premise that: (1) students can learn to use the reading strategies that more skillful readers use automatically; (2) students can engage in high-quality discussions about text with peers in heterogeneous student-led groups; and (3) structures and supports can act as a vehicle for equitable access. When students engage actively with one another throughout the reading process, teachers can change their position in the classroom and perhaps even their beliefs about what students are capable of. In this article, the authors present a case study of a seventh-grade language arts classroom during a CSR lesson.