The purpose of the study was to explore measurement of preservice teachers' reading beliefs, perceptions, and teaching styles, implementing The Teachers' Reading Aptitude "Voice" Scale (TRAVS). An educational problem exists of effectively linking beliefs, qualities, and actions that affect instructional decision-making, collaboration, resourcefulness, and experiences. The methods included data collection from six groups of students (N=153) in university methodology courses. The discriminate group responses indicated a reliability coefficient of .87. The reading content validity consisted of facilitative reading teacher attributes and construct validity variables of teaching style categories (Experiential, Instructional, Relational, and Provisional). The results revealed students' self-ratings of High Experiential and Low Provisional teaching styles, thus, concluding that connecting beliefs to teaching styles provided instructional strengths for planning reading lessons. Appended is the Teacher's Reading Aptitude "Voice" Scale (TRAVS).