Abstract
Literature has extensively documented traditional conceptions of sustainable teacher professional development (PD). Recently, PD has promoted self-directed and small group opportunities that provide teachers with interactive and discussion-based social learning. For this reason, this research explores the effect of book clubs as a form of PD for teachers in Saudi Arabia. To do this, the researcher used qualitative design through narrative approach. Presenting the narratives of thirteen female teachers who joined a book club to share their experiences and exchange knowledge, this study demonstrates the value of using book clubs as an alternative learning tool for professional improvement. This research demonstrates that using a casual, inviting platform, book clubs successfully create learning communities by providing support and guidance and validating shared experiences. The research concludes with implications for using book clubs among teachers in Saudi Arabian schools, such as learning as a social act.