The class visit to check out books has long been a staple of school library programs nationwide. This flexible or scheduled time allows students to take advantage of the library collection and enjoy reading based on their own interests. The library provides the perfect environment for students to self-select books based on their interests, an activity that has been shown to increase student motivation to read. Still, the school library is a dynamic technology-rich space that is much more than just a warehouse for a collection of books. While some days it is easy to get caught up in a circulation-based workflow, as school librarians we all need to make time to step back from the clamor of daily tasks and think about long-term goals for students and library programs. This article is for those who find themselves struggling to connect checkout time with reading comprehension, student learning, and critical information-literacy skills. It outlines a more-efficient checkout period that uses reading journals to get students writing about their reading in a reflective, informal, and ungraded environment. This approach opens doors to collaboration and can start conversations with teachers about how the library can contribute to student achievement.