Fifty-one sixth graders participated in three rounds of online literature circles and three face-to-face literature circles. The authors describe how the online literature circles were introduced and organized in the classroom and discuss the tensions, struggles, and successes from their implementation. An analysis of qualitative data yielded three key findings: (1) students were excited and engaged in the online literature circles, (2) students experienced technology trials and triumphs, and (3) reflective teaching was essential. Implications for middle school teachers are discussed. (Contains 4 figures.)