Close reading is an instructional practice that has gained attention of late. It involves reading a complex text, annotation, and repeatedly reading to answer text-dependent questions. Although there are a number of recommendations for the use of close reading, there has not been a systematic analysis of student or teacher perceptions of this approach. We interviewed 45 teachers, grades 4-12, and conducted focus groups with 327 students. The participants in this study recognized that close reading was useful in helping deeply analyze a text. They noted that students had more responsibility and engagement during close reading instruction, and were tired as a result. In addition, teachers noted that the planning process required to develop a close reading was time consuming and complex.