A descriptive study was employed to investigate beginning teachers' experiences with reading instruction in their teacher preparation programs and to determine what areas of need have emerged now that they are practicing teachers. Data collection instruments included a reflective survey and telephone interviews. Beginning teachers perceived themselves as being generally well prepared to teach reading to their K-8 students, but several areas of further instructional need were indicated--namely, differentiating reading instruction for diverse learners, using assessment to drive instruction, and managing the classroom. Full findings from the survey and interviews are discussed, as well as implications for teacher educators and researchers. (Contains 1 table.)