This qualitative study looked at a book club for US teachers in public schools focused on teaching writing to English language learners (ELLs). To guide the study, the central research questions were: (1) What are teachers' perceptions about a book club professional development experience?; and (2) How are teachers' views about second language (L2) writing affected by a book club focused on teaching writing to ELLs? Participants were five in-service teachers who teach or have taught ELLs. They read a book about teaching ELL writers using a book club as the framework for professional discussion. Data consisting of intake forms, exit questionnaires, and exit interviews was collected and analyzed. The findings suggest that teachers participating in a book club found a sense of leadership and advanced their practices and knowledge about ELL writers and strategies to teach writing to ELLs.