This study was conducted to explore teacher candidates' reactions and perceptions regarding their participation in inquiry circles and to discover how the experience influenced their comprehension of an informational text. The 98 teacher candidates involved in this study were enrolled in a children's literature course at a four-year university. The three instructors routinely employ literature circles using fictional texts to expose their students to reading response techniques, but were interested in finding out how teacher candidates would transfer this learning to an informational text. The results of the study indicated that many of the teacher candidates were unaware of their own strategy use in regard to reading comprehension in general, but found inquiry circles to be a beneficial vehicle to increase their own understanding of informational texts, as well as a positive teaching method to utilize in their future classrooms.