Community Book Club began as an experimental approach intended to combine professional development for teachers and family literacy for the parents of the preschoolers involved in an Early Reading First project. We collected data on 11 book club meetings over a 2-year time period. Meetings were held at local churches and at each meeting, participants discussed two books: an adolescent/adult book and a similarly themed children's book. We interviewed participants, videotaped meetings, collected field notes, and kept attendance sheets. Data analysis began at the first meeting and continued throughout the project. We coded data from all sources and identified four major themes: (1) Changes in the membership of book club; (2) Changes in reported home literacy practices of the participants; (3) Sharing the "lived experience" of reading; and (4) Changes in manner of participation that led to the emergence of new, situated literacy practices. We found that over time teachers, parents, and community members as participants in Community Book Club developed new literacy practices during book club meetings that influenced members' reported home literacy practices. Our experience demonstrated that book clubs have the potential to promote increased enjoyment of books and changes in literacy practices among teachers, families, and members of the broader community. (Contains 1 figure and 3 tables.)