This study was designed to identify and solve problems teachers faced in leading book discussion classes by observing and analyzing instructional design and execution of classes on the part of teachers first experiencing such programs. Through case studies, we found that teachers encountered the following difficulties in leading book discussion classes. First, in designing a book-reading program, teachers felt difficulty in selecting books to read, as the decision should be made based on both the interest of students and the content of courses. Responses indicate that providing a single book for multiple students was not easy. Second, teachers were excited and felt anxious about the class at the same time. They were worried about whether students would actively participate in the class, and asked themselves whether they could teach the students well. Third, the role of student and teacher has changed during the year-long course of the program. In the early stages of the class, teachers mostly led the class in a manner where teachers asked questions and students answered. After the middle stage of the program, however, students participated in the class on equal footing with teachers. To address the challenges teachers face would require that, first, book recommendations covering multiple topics be drawn up and that schools and the Offices of Education should provide support for the purchase of books. Also, teachers need to receive training on book discussion classes. Such training programs should offer teachers with the opportunity to directly engage in book discussions, while also guiding teachers on their role in the classes.