This study investigated changing attitudes toward reading among elementary and secondary teacher candidates participating in in-class book group discussions in an introductory language and literacy course taught by two instructors in a medium-sized state teacher education program. Qualitative methods focused on both students' weekly self-reports over the semester of the study as well as teacher observations, focus group discussions, and end-of-semester written reflections. The instructors found that students' attitudes and dispositions changed to varying degrees over time as they adopted both engaged reader and professional dispositions toward the importance of nurturing a reading life. For many, the book group was the most valuable part of their course experience. Some, however, were resistant.