Research that centers on literature discussion is growing, particularly within the context of elementary classrooms. Recently, researchers have explored an array of features of engaging and productive discussions, including the importance of the learning community within which discussions occur; the kinds of responses children offer as they talk over stories; teachers' roles in supporting students' discussions; and the affordances and challenges of varying formats for discussion, including small, student-led discussions, as well as interactive read-alouds. From the innovative research focusing on children's talk in elementary classrooms, the authors contend there are implications for how teacher educators design and support discussion in their adult classrooms. In this article, the authors borrow from ideas promoting, supporting, and structuring productive and engaging literature discussions that have served children's discussions and which, they think, hold promise for discussions of literature with new and experienced teachers. The authors have organized the article around four considerations for the best book discussions in teacher education classes. (Contains 1 table.)