This action research study gathered data from journals and semi-structured interviews to explore four preservice teachers' perceptions of reading instruction and preparation practices. In the setting of a field-based reading methods course, Kolb's Experiential Learning Model (ELM) provided a theoretical lens to view participants' perceptions of reading preparation in a literacy lab and reading instruction in a first-grade classroom. Three related but distinct themes were found in preservice teachers' learning how to prepare and teach reading: future teaching practices, instructional practice, and assessment in practice. The results from this study suggested that preservice teachers can benefit from an experiential learning environment that values their perceptions of reading instruction practices. This instructional method can be applied to prepare preservice teachers for more effective field experiences. [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.]