Student-led discussion modules are the bread and butter of the language arts classroom; however, teachers are currently limited to very few techniques to choose from, such as large class Socratic Seminars and fish bowls, or small group literature circles. In order to determine which of these discussions are more successful for students, each technique needed to be implemented in a classroom setting for the collection of data. This study focused specifically on small group discussions in the high school English classroom, beginning with the original Daniels' Literature Circle model. Five additional modules were then selected and implemented as well. Of the modules included, two utilized the individual role sheet format first proposed in the 1980s: Daniels' model and a modified rendition. The four other examined modules included a Miniature Socratic Seminar, Pinwheel Discussion, New Teacher Discussion, and Totally Ten Discussion. Data were collected regarding the depth of student discussion during each module through the use of a discussion rubric created for this study; the percentage levels of student engagement throughout each module were also collected and recorded. The data included the execution of the six aforementioned modules in six different high school teachers' classrooms, as well as the student and teacher reflections collected immediately after each application. This action research found that the traditional literature circle module is obsolete and the role is unnecessary for student success; instead, the two most successful modules were found to be the Pinwheel Discussion and the Miniature Socratic Seminar.