Perceptions about learning to read were studied in 474 second through fifth graders in three elementary schools. The children were asked to respond in writing to a question about what they would say if they were asked to help someone learn to read. Initially, the responses were analyzed qualitatively by identifying themes and categories; further analyses involved numerical comparisons between themes. The most common responses were about sounding words out, affirmative offers to provide help and recommendations for learning to read, and text choices; few answers reflected the importance of meaning or the role of comprehension in reading.