Most research on common book programs focuses on student outcomes. This paper presents a study about the impact of a common book program on teaching and learning practices at a small mainly undergraduate university. This study consists of two phases. In Phase 1, we surveyed faculty members (N= 32, a response rate of 21.3%), about the influence of the program on teaching practices and dialogue with colleagues as well as their perceptions of the program's impact on student learning. In Phase 2, we conducted interviews with business faculty, who were early program adopters (N=8). Most respondents believed that students benefited from the program. Faculty members perceived the common book program as a tool that facilitated course content and enhanced students' literacy. While responses were mixed about the perceived impact on teaching practices, faculty members interviewed felt that the common book program created opportunities for discussion about teaching and learning.