Teachers who are knowledgeable about the basic structure of the English language incorporate this knowledge into their instruction. In this study, the authors explored a similar relation between knowledge of print exposure and planning for a grade 5 classroom. The personal reading experience (print exposure) of 106 preservice teachers was measured for three genres: storybooks, children's and young adult literature, and adult fiction. Teacher knowledge was measured by two tasks: defining terms and evaluating instructional practices. Planning for instruction was measured by asking participants to plan for a week of grade 5 language arts instruction. Correlational analyses revealed that print exposure, teacher knowledge, and time allocated for student reading in a grade 5 classroom were positively related. Furthermore, regression analyses revealed that familiarity with authors of children's and young adult literature accounted for significant variance on both knowledge tasks even after controlling for other forms of print exposure (storybooks and adult fiction). The data suggest that knowledge about print exposure and personal reading experience, especially of children's and young adult literature, are both associated with planning for instruction in the upper elementary grades. The results are discussed in relation to teacher training.