The purposes of this study are to discuss the visionary instructional planning through the social process as school wide faculty collaboration and prepare teachers through their identity connections of graduate reading application. The discussion exemplifies four collaborative instructional teams from Honduras Elementary School, Houma, Louisiana, U.S.A. then practitioners' assignments from the Western Illinois University Moline, Illinois USA reading course, "Teaching Reading in the Elementary School." In the graduate reading course, "Teaching Reading in the Elementary School," students participated in required projects, reading assignments, and interactive settings to link to concepts. Several individual and group requirements provided opportunities for personal, academic, and experiential interaction: (1) Reflective written responses, (2) Functional reading creativity, (3) Autobiographical text, and (4) Strategic teaching. The functional reading connections were analyzed quantitatively with nominal and numeric data in grouped frequency polygons.