In this article, the author describes how a group of teachers and teacher candidates along with a group of English as a foreign language (EFL) learners in China participated in a book club through which they read and discussed global literature books. The inquiry for this action research project was: How do American teachers and Chinese EFL learners build intercultural understanding through reading and responding to children's picture books in a global book club? The purpose of this study was to investigate how readers explore each other's culture and their self culture and gain intercultural understanding through children's literature books, while also seeking implications for selecting and incorporating children's literature to inform literacy practices.