Three groups (41 university reading faculty members, 34 classroom teachers, and 128 parents) provided data about their attitudes toward the relationship between language and reading, the reading process, and reading instruction. The results suggest that the three groups have different concepts of teaching and learning. For example, in the responses about reading instruction, the reading faculty expressed a unified view that focused on the importance of comprehension and on strategies for obtaining meaning from written material, with little emphasis on correcting individual word errors. Classroom teachers were divided on these issues, while parents strongly supported the position that correcting mistakes is important in reading and language instruction. Differences were not so marked in groups' attitudes toward the importance of language facility for school success, although the same trends were apparent. The implication developed from the study is that as children move from classroom to classroom or from school to home, they may experience a variety of linguistic demands or expectations about appropriate reading and language behavior. (RL)