This study explored how preservice teachers' knowledge and pedagogy is enhanced through participation of online book clubs with third graders. Qualitative data included pre/post interviews, reflection papers, and blog posts of book club conversations, which were all collected and analyzed. Holistic, in-depth exploration of the recurring themes and patterns occurred continuously during data analysis. Findings reveal that the role of digital book clubs offered benefits including communication with authentic audience, increased think time for response, and improved motivation and engagement. Results suggest that real-world application enhances preservice teachers' confidence and ability to engage as active readers and teachers of reading. These findings have important implications for 21st-century teacher education programs.