When I was asked to teach the entire literacy curriculum to my grade six students in only five months, I implemented reading conferences as an instructional practice to deepen students' reading comprehension. Classroom events related to reading conferences, student decision-making, and instructional planning were recorded in a journal. This study reflected a shift from traditional teaching to a student-centered approach wherein student learning was used to guide instruction. Findings demonstrated how instructional practices were changed to reflect student learning and how the use of reading conferences promoted dialogue between teacher and student.