This study explores the experiences and insights of 96 Bachelor of Education Foundation Phase pre-service teachers at a South African higher education institution, who participated in a structured book review task. The research involved each student reading and reviewing five children’s books, resulting in a total of 480 children’s book reviews from this cohort. This initiative addresses a critical issue highlighted in recent research: the alarming statistic that 81% of South African Grade 4 learners cannot read for meaning in their home languages, often stemming from a lack of reading engagement among teachers themselves. Following a preparatory workshop focused on effective reviewing techniques, at the end of term 4 of the academic year, students provided anonymous feedback reflecting on their engagement with children's books and on their experiences of reading and the book reviewing process. Thematic analysis of responses revealed key themes related to enjoyment and challenges encountered during the reading process, significant learnings about literary evaluation, and intended applications of their insights in future teaching practices. Findings indicate that the task not only enhanced pre-service teachers' appreciation for diverse children’s literature but also equipped them with critical evaluation skills essential for fostering a love of reading in their future classrooms. This study is significant as it not only reinforces the importance of reading among future educators but also demonstrates the potential for book reviewing to cultivate essential dispositions that can enhance literacy teaching practices. By fostering a love for literature, preservice teachers can better prepare to support their future students in developing critical reading skills. This research underscores the value of experiential learning in teacher education programs and suggests implications for curriculum development in early childhood literacy education.

Keywords: Teacher Education, Pre-Service Teachers, Children’s Literature, Book Review, Foundation Phase, South Africa.