This study examined the quality and characteristics of Reading Recovery intervention teachers' expertise in phonological awareness, strategies for word identification, and comprehension, grounded in their knowledge of a specific student and evaluated against research-based standards. The study also utilized a narrative analysis of the instructional reasoning of intervention teachers as constructed within retrospective interview narratives describing case knowledge of a first-grade student's intervention program. Results indicate that reading intervention teachers articulated complex, integrated expertise that was substantiated through detailed observation and theorizing regarding an individual student's intervention program. (Contains 4 tables and 1 figure.)