One of the biggest challenges seasoned English language teacher Mina Gavell has faced in the classroom is how to liven up reading classes. Not only is reading inherently a quiet and solo task, but the standard skills teachers are trying to build in their students--skimming, scanning, making predictions and inferences, guessing vocabulary meaning from context--require practice, practice, practice. While useful and necessary, such practice can easily come to feel repetitive, redundant, and downright boring. One solution Gavell came up with while teaching university students in Uzbekistan combines the use of authentic materials, task-based learning, and stations. This article discusses this activity and how it evolved into two separate stages, both of which can easily be adapted for a variety of needs, levels, and age groups. The strategy encourages learners to explore, make their own choices, and apply critical thinking, all while changing their physical space. It is a strategy that can be used once in a semester or on a more regular basis. The result will be a reading class that is active, engaging, and effective.