Discussion as exploration has been proposed as an instructional paradigm for use in high-school literature instruction. Its proponents have explained that using it fosters an aesthetic literary environment. For the purpose of study, the paradigm was modified for use in an elementary fifth-grade reading class. A month-long investigation was conducted to explore the effects of using the paradigm, concerns an elementary teacher had as she implemented it, and its effects on participating students' literary stances. Research methodology included participant-observation, surveys, and a single-subject phase withdrawal component. Results of the study confirmed that (a) students were capable of using discussion as exploration, (b) using the paradigm led to movement among students' literary stances, and (c) discussion as exploration engaged groups of students in literature reflection.