Teachers, leaders, reformers, policymakers, and advocates all comprehend the weightiness of reading instruction, experiences, and outcomes for society, schools, and children. There have been numerous waves of reading reform, with federal, state, and local policies addressing numerous aspects of reading instruction. Currently, there are numerous policies reflecting the Science of Reading. In this article, we synthesize policy concepts and illustrate policies associated with the infrastructure for reading instructional improvement. We elevate how policy messages are repeatedly framed and interpreted by people positioned at different levels of the education system. We also explain the variability in responses to reading policy. The article concludes with considerations for designing and implementing policy instruments that support and sustain educators as they sail toward improving reading instruction and providing robust learning opportunities for every child.