This study was designed to acquire the first national picture of the characteristics of teachers who provide reading instruction in juvenile correctional facilities (JCF) for students with and without disabilities as well as their reading instructional approaches. A national sample of 39 teachers responded to an online survey. Results show that more than half of teachers hold master's degrees and have an average of 7 years of teaching experience in JCF. All teachers reported using ongoing assessment to evaluate students' progress in reading; however, not all teachers reported using initial diagnostic assessment. Most teachers reported using self-developed curricula and focusing primarily on comprehension and vocabulary development to meet the reading needs of their students. Most teachers rated individualized instruction, use of positive reinforcement, and vocabulary instruction as the most effective instructional practices that they use in class. More results and implications are discussed.