Decision-making in Reading Recovery requires skills of observation and reflective analysis that many teachers have not had to learn in order to be good classroom teachers. This is because Reading Recovery sets the teacher a very complex task which involves the construction of a curriculum for each individual child--a curriculum that is consistently and regularly contingent upon that child's current knowledge and emerging awareness, and which is guided by the teacher's close observations, her understanding of Marie Clay's theory of literacy acquisition, and her own experience with various paths that different children may take in the process of becoming literate. These decision-making processes can be compared to action research which has been described as "a form of professional practice, a research process, and a reflective way of teaching" (Arhar, Holly, and Kasten, 2001). This article aims to increase Reading Recovery teachers' awareness of the cycle of decision-making steps that underlie good Reading Recovery teaching, and to enable them to think about the many ways they can bring their teaching into balance so that the children they serve have an increased opportunity to develop self-extending literacy learning systems. The article outlines a 10-step decision-making model for Reading Recovery teachers. It also provides 13 questions to help teachers analyze themselves as Reading Recovery teachers. (NKA)