This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of experience), all of whom had graduated from the researcher's teacher education reading course, participated in both the survey and the focus groups. In addition to demographic information, the principal data collected were the teachers' recollections and reflections of the reading course's content, its effect on their teaching of reading, and the extent to which they found that the course had prepared them to teach reading engagingly (i.e., in a manner supported by the reading course instruction). Results indicated that, while the reading course had provided theoretical and practical knowledge to teach reading, novice teachers experienced difficulties in implementing some of the course's methodology. However, observations by the veteran teachers indicated that, as they had became more seasoned as teachers, they more fully implemented the higher-order reading pedagogy and culture of learning that was part of the course content. The research supports efforts by teacher educators and teacher education programs in informing their ongoing iterative process to perfect the alignment between the reading course pedagogy and real-world experiences of reading teachers in the classroom. [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.]