In seeking out a means of encouraging eighth-grade readers in their literacy and communication development, a university professor and middle grades educator collaborated in an action research study focused on expanding connection and collaboration amongst and between students. Through a theoretical lens grounded in social constructivism, this action research study describes the experiences of four middle level learners as they engaged in an asynchronous virtual literature discussion with peers and pre-service teachers. Students shared their opinions and experiences of engaging in a weekly asynchronous video-based conversation centered around a teacher-selected middle grades novel. Students revealed the ways in which the asynchronous literature discussions encouraged them as vocal leaders, furthered their sense of community, enhanced their literacy skills and spoke to their individual reader identities. Their shared experiences offer a glimpse into the role of asynchronous virtual collaborations and the perceived impact of such collaborations from the perspective of middle level readers.