The purpose of this qualitative case study is to examine small group, peer-led discussion as it connects to meaning-making of informational texts for diverse learners. Since students in the United States are currently struggling to meet informational text requirements outlined by the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and since there is substantial theoretical support for small group learning techniques, the study explored the relationship between discourse cultivated within small group, peer-led discussions with the generation of critical thinking and meaning making of informational texts. Participants in the study were drawn from one class of 23 fifth-grade students and their teachers. The lead teacher created two heterogeneous groups with four students in each group. Over a span of three months, student and teacher interviews were conducted, each group of students was audiotaped during eight informational text lessons as they interacted in small group discussions on content area topics, and field notes were recorded during small group discussions. This data was collected and coded to frame possible answers to the research questions posed. The study's significance is grounded in the intent to help educators understand the effect and importance of peer discourse in the content areas and the specific ways that small group discussion can help students meet the informational text standards they may be struggling with. Limitations, recommendations for future research, and recommendations for practice were explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]