There has been an increase in research regarding the use of virtual platforms as a means of collaboration between middle level learners and preservice teachers. However, little attention has been given to the role of asynchronous collaborations in the form of virtual literature discussions and the preservice teacher experience. Through a theoretical lens grounded in social constructivism and community of inquiry, this case study describes the experiences of four preservice teachers as they engage in an asynchronous virtual literature discussion with middle level readers. Their shared experiences give attention to the potential role of virtual collaboration between preservice teachers and middle level readers in providing additional preservice teacher development and opportunity for reflection on their work with young adolescents.