This qualitative case study describes how 18 preservice teachers learned to nurture literary meaning-making via activities based on Louise Rosenblatt's Reader Response Theory within a multi-user virtual environment (MUVE). Participants re-created and responded to scenes from selected works of children's literature in Second Life as a way to investigate reader response pedagogy in question. We found that, consistent with Harris, Mishra, and Koehler's (2009) TPACK activity types, these preservice teachers were able to learn about a technology integration activity within the context of building English Language Arts (ELA) pedagogical content knowledge.