The ability to support each student’s individual reading development in an elementary classroom is a challenge faced by educators. Implementing a Readers’ Workshop model enables teachers to work one-on-one with students during student-teacher conferences to individualize instruction. This study investigates how student-teacher conferences aid reading development and foster relationships among the teacher and students. This study was completed using a qualitative self-study approach and included varying data collection methods such as field notes and conference forms. The findings indicate that student-teacher conferences during Readers’ Workshop allow for the differentiation of instruction, however, gains in reading ability were not necessarily observed. Additionally, a relationship was fostered between students and the teacher through the one-on-one interaction. Larger implications of this study suggest that Readers’ Workshop is effective for meeting the needs of diverse learners and creates strong teacher-student relationships. This study encourages further exploration of how to develop students’ reading ability
