A study was undertaken to relate the actual performance of teachers during reading instruction to their theoretical orientation as reflected on both the Theoretical Orientation to Reading Profile (TORP) and the Propositions Inventory (PI). The specific instructional behavior investigated was guided oral reading. Subjects of the study were 35 experienced second and third grade teachers whose group oral reading instruction had been either videorecorded or audiorecorded in their classrooms. The tapes were coded using the Feedback to Oral Reading Miscue Analysis System (FORMAS) taxonomy. After the tapes had been coded, each teacher was administered the TORP and the PI instruments. Interviews were also conducted with 14 of the teachers, during which each was asked to view and comment on his or her taped performance. The findings suggest that for most teachers there was no strong relationship between beliefs and behaviors. The results also brought into question the notion that teacher beliefs can be assessed through a paper and pencil task. Teachers' responses to interview questions suggested that their beliefs were situational and related in complex ways to the context of instruction. (FL)