Secondary teacher preparation in reading in the U.S. has received minimal attention from the research community despite the almost universal implementation of the Common Core State Standards. In response, numerous publications have demanded that secondary teachers be fully prepared to support the needs of struggling readers, especially ELA teachers. The purpose of this review was to survey the requirements of the 51 U.S. State Educational Agencies (SEAs; the 50 states and the District of Columbia) for initial secondary licensure in ELA in order to describe the current status of teacher preparation with regard to the inclusion of reading development. The study begins by reviewing the research in secondary reading preparation, followed by an examination of reading instruction in secondary schools, with a particular focus on ELA. Finally, the author concludes with a presentation of the 51 SEA's licensure requirements for reading development knowledge for secondary ELA teachers.