A total of 29 teachers and 227 students served as subjects in a two-phase study to identify the factors that influence teacher judgments of students' reading interests across grades kindergarten through grade six. The first phase of the study identified 29 cues affecting both student reading preferences and teacher judgments of those preferences. In the second phase, student reading preferences were identified by having students select which books they would like to read from a list of book descriptions. Teachers then were asked to predict the preferences of each student. Each book description was coded for the presence or absence of the 29 cues identified in the earlier phase, and a lens-model analysis of the factors contributing to the teachers' judgmental accuracy was conducted. The results (1) illustrated that a lens-model analysis may be profitably used to identify the factors that contribute to teacher judgmental accuracy for specific problems; (2) suggested that although student reading interests were predictable, they were also changeable and that teachers did not typically have sufficient knowledge of individual student interests to accurately predict wbich books a student would prefer; and (3) suggested that teachers were highly individualized in their judgment patterns for the task, indicating a lack of a professional format for approaching the task. (Author/FL)