This qualitative case study explored the factors that contributed to how typical book reading practices and the time spent on book reading were implemented during the school day. Previous research has shown the importance of reading books to young children and that providing access to books has led to reading growth and progress. However, little research has focused on actually identifying how or if books are used during the course of a classroom day. This investigation was conducted in three elementary schools within two school districts in the southeastern United States. Study participants included eight elementary teachers who taught a daily reading block of at least 90 minutes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]