Twenty-five undergraduate preservice teachers in the literacy block (a six credit hour block of reading and language arts methods courses) at the University of Nebraska-Lincoln wrote their literacy autobiographies to fulfill one of the course requirements. These autobiographies help students' develop insights into their literacy past and present. The students gathered artifacts such as early school papers and report cards, documented their recollections, and interviewed significant caretakers. Data from the autobiographies are discussed within the following categories: attitudes about reading development in school; young readers' strategies in school; teachers' strategies for reading instruction; beyond the basal; attitudes towards written language in school; handwriting in school; beyond handwriting in school; home read alouds; reading before schooling; home reading during elementary school and during high school; home writing before schooling, during elementary school, during high school, and before college; oral language in the home; lacking enjoyment and lacking skills; enjoying reading; strategies readers use; enjoying writing; and barriers to writing. Analysis of the data indicates that not all preservice teachers loved reading and that they reported reading and writing for a wide range of reasons. Implications for the design of methods courses and for future research are discussed. (Contains 47 references.) (JDD)