The purpose of this multiple-case study with a cross-case analysis was to determine how seven third-grade teachers conceptualized comprehension and its instruction and how those knowledge and beliefs about comprehension instruction were leveraged while planning lessons. Teachers were asked to design two comprehension lesson plans and answer multiple interview questions concerning their knowledge and beliefs about comprehension and its instruction. Results indicated that while participants discussed multiple beliefs and knowledge about comprehension and its instruction during the interview, they appeared to leverage only a limited amount of their knowledge and beliefs while planning comprehension lessons. Further, a cross-case analysis suggested that participants focused on maintaining student interest and engagement and asking and answering questions at the expense of leading students to utilize alternate strategies to enable deeper comprehension of text. [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.]