A total of 29 teachers and 227 elementary school students participated in a study that examined teachers' judgments of their students' reading preferences as indicated by book selections. Children were asked to choose books they would like to read from a list of book descriptions. Teachers were then asked to predict their selections. Results indicated that (1) the children's book selections were functionally related to the attributes of the book (cues) as identified from the book descriptions; (2) the teachers were using the cues in making their judgments; (3) although the teachers and their students were using the same set of cues to guide their judgments and selections, they often weighted the cues differently; and (4) there was evidence that cues not included in the cue list were functional for both students and their teachers. Although judgmental accuracy was, on the average, low, there was evidence that it could be improved. (HOD)