Several authors have suggested that a teacher's ability to encourage a disposition to read may be linked to their personal reading habits and views of literacy. This study examined the relationship between elementary school teachers' reading habits, knowledge of children's literature, and their use of literacy best practices in the classroom. One hundred sixty one Kindergarten through fifth grade teachers completed a survey designed to assess literacy instruction practices and leisure reading habits. Teachers who varied in the number of books read and the amount of TV viewed were very similar in their reported use of best literacy practices, but those with more knowledge of children's literature were more likely to use best practice techniques. Several possible reasons for these different findings are discussed. (Contains 3 tables.)