The purpose of this study was to describe teachers' perspectives and comments about their reading curriculum and instruction at different school levels. A brief historical examination of the English instruction and the contemporary education policies in China was provided. Twelve Chinese teachers of English at different schools levels participated in the study and were interviewed twice. The results revealed these teachers' perspectives and comments on the "2001 revised curriculum" ("MOE, 2001a") and the focus of their reading instruction, which included alphabet, common phrases, fluency, vocabulary, grammar, and comprehension.