Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. The actual practice of reading aloud differed greatly among observed classrooms resulting in variations in potential positive effects. This study examines the potential effects of professional development on the shared reading practices of four prekindergarten teachers. Differences were noted in the number and types of interactions during reading. Findings suggest that focused professional development can improve the quality of read-aloud interactions in prekindergarten classrooms.