The main purpose of this review on published information on reading in Botswana schools is to seek ways of providing instruction and assessment that result in children becoming proficient readers. Botswana has made impressive progress in literacy growth since independence. However, a lot still needs to be done if literacy is to become all that it needs to be in the lives of the youth. One conclusion from this review is that there is an urgent need in Botswana to teach reading in ways that meet the needs of all students, especially those from Khoesan-speaking backgrounds. There is also a clear mismatch between policy and practice in the teaching of reading and this greatly disadvantages the students. Two important recommendations emanating from this review are, firstly, the teaching of reading should be linked more explicitly to that of writing; secondly, the Ministry of Education and concerned stakeholders need to encourage a marriage of policy and practice in the teaching of reading in Botswana.