Teachers enrolled in a graduate reading course on the latest research in comprehension and instructional techniques were asked to keep a metacognitive journal instead of writing a traditional term paper. The journal provided the 32 teachers with the opportunity to become aware of the strategies that they use in processing difficult material, specifically, a scholarly article on reading comprehension. The strategies were then examined and classified into three main categories: (1) those related to hypothesis generation (mainly predicting and skimming); (2) those for remediating comprehension difficulties (mainly rereading); and (3) those for holding attention (mainly underlining, annotating, taking notes, and reciting parts aloud). The wide range in length of the teachers' summaries of the article suggested problems in the summarizing directions. What began as a useful classroom assignment has led to a consideration of the whole issue of what teachers will teach when they model reading and summarizing strategies for their students in the classroom. Future studies will use taped protocols, and will compare strategies used in summarizing long and short texts. (References and directions for the reading journal assignment are included.) (NKA)