Teachers in northern Nigeria face large class sizes that lead to challenges in successfully teaching children to read. In this study, we documented primary grades classes with as many as 160 children. We used in-depth interviews with 20 teachers in Kano State to explore how teachers approached reading instruction, as these numbers preclude the instructional approaches supported by the literature, such as regular formative assessment, differentiated instruction, and frequent interactions with text. Most teachers reported using grouping to teach reading, while some relied on instructional materials or teacher-centered approaches to attract student attention. Assessment was largely at the group level rather than individual; teachers generally lacked a detailed understanding of students' reading development. Classroom management and discipline were ongoing concerns. We conclude with recommendations on ways to build on teachers' practices in ways that align their pedagogy with evidence-based approaches, such as more purposefully grouping to allow for differentiated instruction.