Training preservice teachers as teachers of reading is a complex task, as is reading itself. Preservice teachers need to understand the theory that underpins practice; the cognitive skills and knowledge required to read and the contextual factors that impact beginner readers. This longitudinal, mixed-methods study evaluates the benefits for preservice teachers and for the children they tutor, of a collaborative approach between an English university, its city's schools and Local Education Authority. Preservice teachers (n = 362) were trained in and then implemented the Boosting Reading at Primary intervention. The children's (n = 724) pre- and post-intervention reading age data was analysed along with qualitative and quantitative data from a case study of one cohort of preservice teachers (n = 87). The study demonstrates the reading progress made by children in the project and the increased knowledge, skills, pedagogic practices and self-efficacy of the preservice teachers.