In many literacy classrooms, teachers provide instruction in comprehension by helping students to practice explicit comprehension strategy use when they encounter difficult texts. In many of those same literacy classrooms, students are placed in peer-led groups to discuss literary texts as a way to increase their engagement with difficult reading. This article describes an instructional model that combines these two activities. Peer discussion groups are intentionally arranged to be practice sites for comprehension strategy use. Thus, two instructional goals are met within the same framework. As they engage authentically and meaningfully in peer discussions about books, students also practice comprehension strategy use. Practicing strategic talk with peers and listening to strategic talk from peers helps children become more facile with strategies as they encounter increasingly difficult texts. (Contains 3 tables.)