Background: According to research, adolescent reading skills tend to be poor, and increased pressure from Federal legislation has been placed on educators to improve these skills. Research lacks on business teacher educators' preparation to provide reading skill instruction. Purpose: The research purpose was to better understand the perceptions of business teacher educators regarding the integration of reading instruction into high school business courses and the influence of selected variables on their perceptions. Method: A quantitative descriptive design was used to determine the perceptions of 191 business teacher educators responsible for teaching the methods courses to business teacher candidates. Over half (111, 58.12%) responded to the mailed survey. Results: Although most (99, 89.1%) business teacher educators agreed or strongly agreed that high school business teachers should integrate reading instruction in business courses, 64 (58.7%) indicated they disagreed or strongly disagreed that business teachers should be held accountable for teaching reading in business courses. Length of teaching and focus of employing college were found to significantly influence perceptions. Conclusions and Recommendations: The majority, except those with 16 to 20 years of experience and those employed at universities primarily focused on teaching, had favorable perceptions towards the integration of reading skills. However, they did not support holding business teachers accountable or responsible for the development of student reading skills. Additional research needs to be conducted to determine factors contributing to the statistically significant differences in perceptions based on demographics factors such as length of teaching career and focus of institution where employed. Additional research also needs to be conducted to determine the extent to which business teachers are prepared to develop their students' reading skills. (Contains 3 tables.)