Responsive teaching has been a mainstay of literacy research and policy. The result has been a plethora of programs, approaches and initiatives aimed at addressing literacy problems. Frequently, these have come in the form of scripted instructional programs. Often overlooked is the necessity of teacher training. Reading Recovery is an early literacy intervention that emphasizes teacher knowledge and expertise. This professional development model includes intensive, ongoing teacher training to help teachers create responsive instruction for students who struggle to acquire literacy. This study examined the responsive nature of literacy instruction taught by Reading Recovery trained teachers. More specifically, the study described responsivity in variant settings. These settings included Reading Recovery and small groups within the classrooms of former Reading Recovery teachers. This inquiry was a collective case study aimed at providing a thick and comprehensive description of responsivity as it appeared in variant settings. This qualitative case study included classroom observations, stimulated-recall interviews and post-study interviews. Qualitative data analysis included open and axial coding as well as the development of taxonomies to present the data as it appeared in two settings. This methodology enabled a comprehensive description of responsivity in each context. Results suggest Reading Recovery training has significant influence on teaching, regardless of setting. Comparisons of instruction in each setting illuminated many similarities in decisions teachers made before and during the lessons. In particular, it revealed teachers used similar assessments and materials and employed similar discourse and procedures regardless of setting. The study also revealed a number of differences in the way teachers planned and carried-out instruction. These were attributed to student achievement and the pragmatic differences associated with teaching groups and individuals. This study was important in light of continuous scholarly debate regarding what constitutes responsive teaching. It reinforced the idea that teacher knowledge is foundational to student learning. As well, it showed that Reading Recovery training is viable vehicle to equip teachers with knowledge and skill to teach responsively. [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.]