The idea for a professional development book group emerged from the authors ongoing conversations with colleagues about how teachers can gain the understanding necessary not only to foster and support gender variant and transgender students, but also incorporate these experiences into their curriculum in a meaningful way. In this article, the authors describe a book group that piloted a professional development model for English language arts teachers in which young adult life-based literary narratives with transgender characters were discussed in an informal setting. The authors also offer guidelines and resources to assist in creating and facilitating groups. (Contains 5 notes.)