The purpose of this study is to determine the perceptions and practices of the boys' book club facilitators. The questions that I sought to answer about boys' book clubs in the TDSB were the following: (1) What are the profiles of boys' book clubs in terms of student participants, facilitators, teaching practices and resources used? (2) What do the facilitators feel are purposes for the clubs? How do teacher values about literacy impact the values of the clubs? (3) What supports, successes, challenges and suggestions for change do facilitators observe?Participants in this study suggested that boys who are given opportunities to engage in reading tasks in enjoyable and meaningful contexts take a more active role in the reading process and internalize meanings more. The facilitators interviewed suggested that the boys involved in the Boys' Book Clubs (BBC) valued opportunities for playing games, having treats, and socializing with other boys. They observed that the boys valued the year-end literacy events and the status of being part of a select club. (Abstract shortened by UMI.)