This article summarizes conclusions reached regarding the independent reading perspectives and practices of eight elementary teachers, acknowledging the significant role teacher understandings and practices play on the literacy learning process and specifically on classroom independent reading. The commonalities in beliefs and practices regarding independent reading of these eight highly effective elementary teachers may lead to better insight for other teachers regarding the use of independent reading as a component of literacy learning. Included are practical outcomes of these findings, including independent reading events that incorporate teacher guidance, focus on student learning, and privilege student needs. Classroom implications of these findings might allow other teachers to more confidently embed independent reading in their literacy programs. (Contains 3 figures.)