There is value in being a lifelong reader and writer; yet, preservice teachers frequently do not exhibit these attributes. As an educator of future teachers, the author of this article reflects on practice. One goal in working with these education students is to develop their competencies in the use of literary strategies, with a secondary goal of encouraging the students' reading and writing beyond academic requirements. The author reflects on specific classroom activities and discussions which address the sharing of reading selections, the discussion of books and related films, the building of classroom libraries, and finally, the reciting and writing poetry. These specific practices are intended to promote voluntary reading and writing in preservice teachers so they will, in turn, promote reading and writing among their own students.