This paper explores the practice of literature circles in secondary literacy classrooms as spaces that are rooted in student choice and inquiry. Student-led literature circles promote students’ voice and choice, and are rich environments for students to bring their full linguistic and cultural repertoires. By applying new theoretical frameworks to the practice of literature circles and the roles that students traditionally hold, like “connector” and “questioner,” this paper provides a conceptual renovation of the traditional literature circle roles (Daniels, 2002, p.13). I reimagine my own experience as a literacy teacher had they applied these renovated roles to their own practice. Putting these roles into action, I hope that teachers, literacy specialists, and any educator who is looking to use literacy practices in their classroom to help students understand content (novels, informational texts across content, historical documents, etc.) can apply these roles in ways that value and draw on students’ full funds of knowledge (Moll et al., 1992).