Responses from 528 reading teachers to two scales, one indicating the extent to which they perceived a problem as occurring frequently in their classrooms and the other indicating the extent to which they perceived a problem as bothersome, were factor analyzed. Eleven "frequency" and ten "bothersome" factors emerged from the analysis. Among the problems seen by educators to be either difficult to resolve or occurring with noticeable frequency were invigorating student interest in reading, achieving a sense of professional worth, and building skills in reading comprehension. The factors emerging from the analysis also revealed interesting assumptions and convictions about teaching, the reading process, learning, and curriculum. Several factors revealed a deep sense of frustration and a desire to improve and grow professionally, while others reflected an unusually narrow conception of curriculum. (Six tables of data are included.) (Author/FL)