The teaching of reading is a major part of what elementary school teachers are expected to do. Research has shown that students who read well have greater success not only in school but after they finish school and enter the workforce. This study examines the perceptions of eight second- through third-year teachers and their perceptions about preparation and ability to teach reading. The study reviewed the ways in which secondthrough third-year teachers use or have been supported in their teaching of reading practices, either from the training they received in the preservice or the support they received in their induction program. The study examined some of the challenges these second- through third-year teachers face in applying their preservice training in the teaching of reading. The study also examined the perceptions, beliefs, and practices of three elementary school principals and their role in supporting these second- through third-year beginning teachers in their teaching of reading practices. Finally, the study considered the role of a university coordinator responsible in supporting these secondthrough third-year teachers in the development of their teaching of reading practices.