Each class session of a reading methods course at a Texas university begins with an instructor reading aloud from a children's book. The instructors, who hoped this method would reduce future teachers' reliance on basal materials and help them prepare for assignments involving children's literature, came to believe that this time was well spent. They also observed additional unforseen benefits. Increasing numbers of students used those same selections in their own elementary school classrooms and appeared to value reading aloud daily to their students. The instructors developed a questionnaire for all elementary education students that, in addition to recording students' spontaneous comments, asked them to agree or disagree with several statements on the benefits of reading aloud in elementary classrooms. For all of 12 items on the questionnaire, students who had been read to in their methods course showed stronger agreement than students who had not. Although it might be argued that elementary education students were likely to be enthusiastic about children's literature and appreciate its potential as an instructional resource, the methods instructors felt it worthwhile to continue reading aloud to their students and monitoring their responses. (A list of children's books particularly suited for reading aloud is included.) (HTH)