The purpose of this research study was to investigate pedagogical approaches for improving reading compliance and critical, insightful discussion in the higher education classroom. Research on reading compliance in higher education reveals that students are often not reading their assigned texts. This problem compounds when instructors attempt to carry out discussion of the assigned text in the classroom setting. The intervention employed in this study asked students to self-assess their compliance, discussion contributions, and growth as a result of reading and discussion practices. A reading guide was used to increase comprehension and prepare students for discussion. Anecdotal field notes and a post-intervention survey reveal promising results related to reading assignment compliance, improved comprehension, and enhanced classroom discussions of text when students engage in self-assessment and collaborative learning activities for guided discussion.