A national survey of 216 agriscience teachers investigated the attitudes and practices related to reading. Knowledge of strategies, total time of text use, confidence in strategy use, and the general approach to reading explained 67% of the variance in frequency of content area reading strategy use. Teachers held positive attitudes about reading from personal and instructional standpoints. However, they lacked knowledge and confidence in content area reading strategies, which translated into low frequency of strategy use. Teachers appeared to use reading and text with justifiable frequency in their agricultural science courses. Because knowledge of reading strategies explained such a large amount of variance (nearly 64%) in frequency of reading strategy use, career and technical education program administrators and teacher educators should encourage professional development about reading strategies. (Contains 1 figure and 11 tables.)