The purpose of this study was to examine what read-aloud style and delivery of an elementary school teacher looked like, as well as how style and delivery varied from teacher to teacher. Both fiction and nonfiction texts were considered. The reading styles utilized by the teacher participants during two fiction and two nonfiction read-aloud events were compared to a co-constructive reading style, a didactic-interactional reading style, and a performance-oriented reading style, as identified by Dickinson and Smith (1994). Student engagement was also observed. Participants were five 2nd grade teachers teaching in Bear Creek Independent School District (pseudonym). The five teachers were chosen at random from potential participants who completed the questionnaire indicating they modeled an effective reading style and willingness to participate. This study used a multiple case study design with each of the five teacher participants representing one case. Observations of two fiction and two nonfiction read-aloud events were audio and video recorded in the regular classroom setting during the usual classroom reading time. Data was gathered through observational field notes, informal qualitative interviews with teachers, and the audio and video recordings of each reading event. Questionnaires, audio and video recordings, and field notes were analyzed for recurring themes. Coding categories were identified and used for organization of data. Findings revealed that teachers had similar procedures, routines, and categories of questioning and discussion when reading aloud to their students, regardless of what reading style they utilized. Teachers were not observed to significantly vary their routines and procedures when text structure changed from fiction to nonfiction, other than minor tendencies to ask different types of questions during the reading. It is unclear as to whether teachers change their overall reading style when text structure changes. Read-alouds with similar approaches or style characteristics were shown to have different degrees of interaction, and reading styles proposed by Dickinson and Smith (1994) may overlap, prompting the understanding that these three styles or approaches to reading aloud, though widely accepted, are not finite or exclusive. Identifying additional read-aloud styles from those presented by Dickinson and Smith (1994) is a possible area for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]