Concerns are being raised in both professional literature as well as in the popular press regarding certain aspects of the literature-based movement. A longitudinal study investigated a group of first-grade teachers who have been attempting (with varying degrees of success) to introduce literature-based teaching strategies into their classrooms. The experiences of these teachers were inspected in relation to four areas of concern that have been raised regarding literature-based teaching: (1) skills instruction; (2) guided reading strategies; (3) literature selection; and (4) thematic teaching (or curriculum integration). Results indicated that the teachers varied considerably in their instruction as they wrestled with the issue of how best to guide students toward appropriate practice and success with texts that were uncontrolled in terms of vocabulary. Findings provide support for both sides of an increasingly polarized and strident debate over the merits of literature-based teaching. Contains 29 references. (Author/RS)