This study examined teachers' beliefs about how reading takes place and how reading processes develop. Subjects, 25 first-, fourth-, and sixth-grade teachers in five different Venezuelan schools, were administered protocols that consisted of a researcher/teacher conference, classroom observation, and an inventory designed to identify beliefs about how reading takes place and how reading processes develop. Results indicated that teachers were divided into three main groups: (1) two were whole language oriented; (2) three were eclectic oriented; and (3) 20 were "traditional" skill oriented teachers. A series of seminars and workshops was organized to discuss what the whole language approach could offer the teachers for an effective pedagogic practice. Upon completion of the seminars, the "traditional" teachers (and their students) demonstrated that they were comfortable about adopting aspects of the whole language approach in their teaching. (RS)