Novice reading teachers often struggle to provide high-quality reading instruction. The reasons for their difficulties include "transition shock," challenging school contexts, lack of proper preparation, and poor support. One way to improve the quality of novice teachers' reading instruction is through improving their access to high quality support activities. A survey was conducted with novice reading teachers in two districts in Florida to examine their perspectives about their current experience with professional learning activities and what their ideal learning activities would include. Results indicated that novice teachers want support from more experienced teachers or coaches who provide hands-on practice opportunities, modeling, and immediate feedback. [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.]