This study presents the results of a national survey of 1500 K-2 teachers describing understandings and practices related to guided reading. Results focused on five questions: What is the purpose of guided reading groups? What grouping techniques should be used? What texts should be used? How is instruction planned with and away from the teacher? And how are learners assessed during guided reading? Responses indicated confusion about the purposes of guided reading, variability in grouping techniques, static membership in groups, over reliance on narrative texts, inconsistent use of instructional level texts, extensive use of centers and independent seat work to engage learners away from the teacher, and frequent use of informal assessments. Implications for providing professional development to teachers implementing guided reading are discussed. (Contains 7 tables.)