This article presents findings on teachers' implementation of a reading reform in an urban school district. Findings are based in observation, interview, and document data related to 12 elementary teachers' responses to a new reading program, the Teachers College Reading and Writing Workshop. Utilizing coupling theory and the concept of routines, the paper presents a nuanced portrayal of classroom-level policy implementation. The paper depicts mini-lessons, independent reading, conferencing, and instructional materials as building blocks of the new reading program, and I expose the intensity of messaging on each of these elements. I use Qualitative Comparative Analysis to analyze teachers' routines for reading instruction and show that independent reading was a common foundational step in teachers' workshop routines. This analytic technique answers questions about the combinations of conditions resulting in mini-lesson instruction. This paper extends the research on the implementation of instructional policy and has implications for policymakers, administrators, and teachers.