This study investigates how reading ability and personality traits predict the quality of verbal discussions in peer-led literature circles. Third grade literature discussions were recorded, transcribed, and coded. The coded statements and questions were quantified into a quality of engagement score. Through multiple linear regression, the researcher sought to determine the best predictors of verbal engagement in literature circle discussions. Results indicated that higher reading ability and extroversion along with lack of conscientiousness were significant predictors of quality verbal engagement in literature circle discussions. The researcher suggests that understanding literature circles through a lens of complexity may serve to promote more productive discussions. Finally, implications for instructional design are discussed.