This study aims to examine the effect of the reading circle method on developing the reading culture of pre-service Turkish teachers. In this qualitative research, the case study model was used. The study group, selected through criterion sampling from purposive sampling methods, consisted of a total of 47 pre-service teachers, 36 females and 11 males, studying in the Turkish Language Teaching Undergraduate Program of a university located in the northern region of Turkey. The data of the study were collected through a semi-structured interview form and analyzed by descriptive analysis method. The research yielded results indicating that the employment of the reading circle approach led to diverse benefits, including gaining different perspectives in terms of personal growth, enhancing thinking skills, and recognizing the significance of books. The method facilitated the advancement of comprehension skills, planned reading practices, as well as deep and inferential comprehension skills in terms of basic reading skills. Moreover, it promoted an understanding of the internal and external structural attributes in book selection and contributed to the interpretation of visual elements, along with establishing connections between visual cues in the context of visual reading skills. Evidently, reading circles are a method for fostering the cultivation of a reading culture by providing positive contributions to the development of individual development, basic reading skills, book selection, and visual reading skills of pre-service teachers. Furthermore, it was concluded that reading circles introduce a refreshing dimension to the development of reading culture with the synergy it creates in group reading studies, especially in addition to its individual contributions. The research is original because it reveals the findings on the effect of reading circles consisting of individual and group reading activities on reading culture for the first time within a sample of pre- service teachers.