Reading proficiency is a vital skill that holds implications for future student success. Teachers hold the key for opening the door to this reading success. However, changing teacher instructional behavior can prove challenging. Thankfully, the professional development method of microteaching incorporates effective adult learning components by utilizing experience, reflection, active dialogue, an ongoing process, and teacher autonomy. These strategies allow a connection to be made between theory and practice which results in teacher instructional change. The research presented here explored the impact of microteaching on improving professional noticing during reading conferences. This mixed methods study included 10 elementary campuses, 16 qualitative discussions, four pre and post self-assessments, and 181 quantitative student data points. A statistically significant difference was shown between student reading growth by teacher group--those that participated in the microteaching process and those that did not. Positive change was also shown on teachers' self-assessment for reading conferences showing the microteaching process increased teacher self-efficacy. Additionally, through participant goal setting and discussion, the benefits of microteaching included accountability, intentionality, and reflection of practice. The findings offer insight to effective teacher professional development, particularly in professional noticing during reading conferences, which holds relevance to educational administrators, teacher trainers, and teacher leaders. [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.]