This paper reports on a project that examined teachers' reading identities and explored ways in which those identities were manifested in reading pedagogy and were adopted by students. The paper focuses on one purposively selected teacher and his class. Tom Ziegler's personal and pedagogical practices were deeply aligned, and his students appeared to "take up" many of his literacy practices as their own. In this way, I examine reading identity on three planes: 1) Tom's narrative account of how his reading identity developed over the course of his life; 2) how Tom's reading identity manifested itself in his reading pedagogy; and 3) how students--whose life histories were very different from Toms'--adopted many of his literacy practices.