This study focused on social reading in education. A qualitative approach was utilized to analyze the concept of social reading as perceived by teachers. Teachers perceived that social reading presupposes communication with others through text. Based on this, they believed social reading enables “transformation and growth of self and the world,” “formation and practice of life-connected discourse,” and the “creation and practice of reading culture.” This indicates that social reading helps students develop into social members. It also reflects the expectation that social reading can lead to actions that improve well-being in society. These findings suggests that critical literacy and agency can be taught through social reading.