A qualitative investigation was undertaken of the impact of a yearlong secondary reading course and practicum on two preservice teachers' beliefs about reading instruction and their actual classroom practices. Course-related data included transcribed interviews with the course instructor, narratives of course observations, and copies of course materials/assignments. Classroom-related data included interviews and observations with the preservice teachers as they taught in their mathematics and science practicums, their written journal materials, and interviews with their university supervisors and cooperating teachers. These triangulated data were analyzed using a constant comparative method to describe the differences and similarities between the course instructor's and the teachers' reading beliefs and practices. Findings showed that, although both preservice teachers could articulate revised beliefs about reading instruction in content areas, they were unable to deepen their knowledge through application in classroom settings. Thus, neither incorporated reading instruction into their mathematics and science instruction as beginning teachers. Influences of these findings on some supervisors and suggestions for reading teacher education are discussed. (Author/AMH)