A study examined whether or not high school teachers could name or list the reading skills needed by their students. The three skills categories were comprehending expository text, understanding content area vocabulary, and applying word analysis skills. The questions used to elicit information from teachers were (1) What must students do to understand what they read? (2) What must students do to comprehend the meanings of the words they read? and (3) What skills are needed so your students can correctly pronounce words? Teachers in all content areas were surveyed at two urban high schools and 116 usable surveys were analyzed. Results indicated that teachers had minimal acquaintance with the reading skills their students need for comprehension of expository text. In terms of comprehending the meanings of words, teachers were in agreement with reading experts, listing the use of context clues and the dictionary most frequently. Most teachers also agreed with reading experts that for students to pronounce unfamiliar words, they must know word analysis skills and how to use a dictionary. Teachers were significantly more aware of the skills students need to become better students than the specific reading skills they need to become better readers. (Survey questions and teachers' responses are included, as are 25 references.) (SRT)