To clarify the interaction between elementary school teachers' theoretical orientations of reading and their classroom practices, this paper reviews the literature concerning theory-to-practice research. The studies are arranged into four categories: (1) teachers' conceptions of reading, (2) teacher planning, (3) teacher decision making, and (4) classroom reading practices. The paper discusses two findings from the review--one regarding the complexities of teaching and the other concerning the apparent absence of reading instruction in the classroom. It then suggests implications of the findings for teacher educators and for researchers. (FL)