Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive analysis led to the development of an overarching theme of the interdependent and relational nature of early reading influences. The preschool teachers' goals for students and instructional decisions indicated they held unique and evolving constructions of early reading from their childhood experiences that grounded their pedagogical practices.