The purpose of this study was to investigate what teachers in a Western Canadian province were doing when engaging their students with literature. Forty two teachers from Kindergarten through to Grade 12 were interviewed, which allowed us to get a broad perspective on the types of reader response activities that are being taught in the classroom through the different grade levels. We were interested in discovering whether the teachers treated literature as communication or as transaction/construction. We also wanted to see if they were creating situations that led to aesthetic readings of texts rather than efferent. In addition, we wanted to discover in which of the five categories/orientations (textual, experiential, psychological, social, or cultural) proposed by Beach (1993) teachers used to engage students in reading and studying literature. Finally, we were interested in the goals, activities, and materials used by the teachers and how those were chosen. This study provided answers to questions about what teachers are doing with reader-response in the classrooms. The results, for the most part, were very similar across grade level which was a surprising discovery considering the age range of the students. Interview Protocol is appended.