It is common in teacher education programs to require a course in reading or language arts methods, at least for students preparing to be elementary teachers. The question for teachers of methods courses is how they can best prepare students to be teachers of reading. A common approach to teaching a reading methods class is to provide information, such as what a basal reading series is and how many ways there are to decode words. Students are typically concerned about learning pragmatic teaching ideas. However, in a more phenomenological view of reading, the concern is to understand what reading is, what it is that people do when they read, what the experience of reading is, and what difference reading makes in people's lives. Suggestions for fostering this point of view include providing questions for reflection and assigning different types of texts. Phenomenology has also emphasized the importance of stories, and a recognition of their significance can affect not only a reading program but also the way education students plan their programs. Given an understanding about and the beginnings of reflection upon the experience of reading, perhaps preservice teachers will be able to continue observing learning, and reflecting in such a way as to be able to act with insightful wisdom and understanding of their students' experience. (DF)