A descriptive study investigated the ability of student teachers to translate and apply textbook knowledge in the daily reading instruction of public elementary school students. Subjects, 24 teachers, were surveyed regarding their student teachers' use of 36 reading and management strategies covered in college courses. The participating teachers also identified the time period during which the student teachers implemented a specific activity. Results indicated favorable responses for individual behaviors and class management but also showed that only three of the behavior and management strategies ranked in the top half of the rated activities. Findings suggest that reading students had been exposed to a variety of methods and materials, but that these experiences appeared not to transcend the classroom. (Two tables of data and the survey instrument are included.) (RS)