This autoethnographic case study examines the localization of the literature circle (LCs) methodology within a Chinese EFL (English as a Foreign Language) pedagogy course, focusing on the training of prospective educators. Most Chinese K-12 EFL teachers, having graduated as English majors, frequently lack exposure to innovative, student-centered pedagogies and actual teaching competencies. This study addresses these gaps by adapting LCs, a widely researched approach in Western education context, to support students' familiarity with children's literature, collaborative skills, and teaching methods. Grounded in Schwab's five commonplaces of curriculum--teachers, learners, subject matter, context, and implementation--this research examines how these elements influence LC adaptation within a highly structured, examination-focused Chinese educational system. Data sources include the researcher/teacher's autoethnographic journals and memos, student artifacts, and focus group interviews. The analysis underscores significant findings: The teacher's role as a mediator of pedagogy and culture profoundly influences LC adoption, requiring adaptability and cultural sensitivity to align with local educational standards. Secondly, difficulties in students' comprehension of Western, student-centered pedagogies indicate a necessity for organized support, since numerous students initially faced difficulty with the autonomy and group dynamics vital to learning communities. Insights into the curriculum setting highlight the necessity of flexible frameworks that support student-led activities while conforming to established curricular limitations. The study indicates that effective localization of Western teaching approaches, such as LCs, necessitates a responsive strategy that honors the distinct cultural and structural characteristics of the local setting. The implications indicate that curriculum makers ought to prioritize adaptability, resource accessibility, and collaborative community support to enhance curriculum localization initiatives. Moreover, incorporating flexibility within stringent curricula can improve critical thinking and collaborative abilities, thereby equipping future educators to manage varied instructional settings. This study promotes additional research on the long-term effects of localized learning communities in EFL instruction, enhancing comprehension of cultural adaptability in teacher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]