Today's teachers are required to spend most of their English/Language Arts time in teacher-directed instruction with required text, which is primarily informational. Little, if any, time is allocated to self-selected independent reading (Garan & DeVoogd, 2008). In addition, some teachers do not understand the importance of independent reading and lack the knowledge about quality children's literature (Akins, et al., 2018). Sanden (2014) and Lee (2011) maintain that students should be afforded opportunities to read independently in books that interest them to build reading stamina, achievement, and motivation. Interestingly, leisure reading in the United States has fallen by more than 30 percent since 2004, an all-time low with the sharpest declines for men (Ingraham, 2018). To ensure successful independent reading, Reutzel and Juth (2014) assert that teachers need to have students select books. However, many students may need the teacher to provide guidance and mentoring in how to select appropriate books. In this article, we describe three successful literacy clubs that incorporate independent reading into the school day. Specifically, we outline how these reading opportunities are organized and provide recommendations on how teachers can begin similar reading programs. The programs described have resulted in positive attitudes toward reading, higher student engagement, and increased reading achievement among club members.