This exploratory mixed methods design research report will investigate whether or not participating in literacy activities that are based on best practice will have a positive impact on the attitudes and behaviors of preservice teachers toward reading and writing for both professional practice and pleasure. In an effort to closely examine the issue, the preservice teachers will reflect on and understand how their prior experiences as students may possibly have molded any unfavorable literacy perceptions, lack of engagement with text outside the academic realm, or low confidence levels in themselves as readers and writers. Preservice teachers play an important role in improving literacy achievements for their future students. The prior experiences, enthusiasm and motivation or lack thereof for avid reading and writing for pleasure of these preservice teachers have a powerful influence on whether or not they feel a sense of competency in the teaching of reading and writing. Implications for teacher preparation programs may be that they require teacher educators not only to be literacy role models, but to fully understand the nature of preservice teachers' attitudes and experiences with reading and writing. The desired result will be that they use this knowledge to design research based literacy curricula to seek positive changes in preservice teachers' perceptions of reading and writing activities and to enhance their emerging teaching philosophies regarding literacy. Literacy is the foundation of the curriculum in elementary schools, and it is imperative that teachers have a rich background in literacy. This document provides a comparative analysis of varied research methodologies to examine the research problem. [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.]