Many state certification recommendations in reading education do not clearly define "certification." This produces a number of questions, among them the following: (1) Do reading teachers who are likely to teach reading at either the secondary or elementary level need a developmental course at both levels? (2) Should there be discrete courses in "diagnostic" and "instructional" techniques? (3) Are courses in gifted and talented education and in learning disabilities education necessary for reading teachers? (4) Do reading teachers need a discrete course on measurement and evaluation, or should the essential principles be taught within the context of the developmental and remedial courses? (5) Is it sensible to require practicum experience at both elementary and secondary levels? (6) Who decides that a practicum experience has been successful? (7) Should the successful completion of a practicum experience be the key requirement for certification? and (8) How can success be demonstrated? Recommendations for reading specialist certification raise similar issues. It is time for the reading profession to take a leadership role in deciding what certification should entail. (HOD)