The purpose of this study was to uncover pre-service teacher's reading habits and attitudes and to examine if participants' attitudes changed after taking a course in children's literature. In this case study, data was analyzed both qualitatively and quantitatively will be used. The reading habits of pre-service and in-service teachers have been linked with not only using best practices in their classroom, but with being the most effective literacy instructors (Morrison, Jacobs & Swinyard, 1999; Dreher, 2002; McKool & Gespass, 2009). However, studies of pre-service and in-service teachers show a lack of enthusiasm for reading is prevalent in college students and teachers (Applegate & Applegate, 2004; Nathanson, Pruslow & Levitt 2008; McKool & Gespass, 2009). Through the use of the Children's Literature Student Survey, Checkpoint Survey, and focus groups, this study examined the reading habits and attitudes of students who are enrolled in the teacher education program at a university in Pennsylvania. This study confirmed the findings of similar studies that found that most pre-service teachers are not engaging in pleasure reading. Results indicated that participants were not enthusiastic readers despite reporting overall positive feelings about their early elementary reading experiences. Participants cited lack of time as a roadblock for reading outside of class. Participants expressed a dislike of textbook reading and writing assignments attached to any reading assignment. Participants were more likely to read and enjoy reading if they were able to choose what they wanted to read. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]