The idea of literature circles is not new; however, it is hardly adapted in a second language classroom. In Taiwan, using literature circles to teach a second/foreign language is even less seen. The two college teachers-researchers reported their experiences of trying out literature circles in a JFL (Japanese as a Foreign Language) and an EFL (English as a Foreign Language) class. During the one-semester teaching, they intended to answer the following three research questions: (1) What is the perceived effectiveness of literature circles in a JFL and an EFL course? (2) What are the factors determining the success of literature circles in a JFL and an EFL course? (3) How can these studies relate to later JFL and EFL courses in colleges and universities of Taiwan? The findings of the study can be summarized as below: (1) the JFL group considered their literature circles class a slightly more effective than the EFL group; (2) the factors affecting the success of a literature circles class included students' self-selecting of reading materials, their preference toward discussion roles, allotted class time for real discussion, teachers' feedback on weekly journals, and grading policy; and (3) specifically for the needs of college JFL/EFL learners in Taiwan, the teachers-researchers call for multiple intelligence literature circles, believing that the MI-guided model will help literature circles to be better organized and more effectively implemented in a second/foreign language setting. Appended are: (1) Literature Circles Role Sheet; and (2) Literature Circles Follow-Up Interview Questions. (Contains 4 tables and 5 footnotes.) [Paper submitted to the Hawaii International Conference on Arts and Humanities, 2007.]