In this article, the authors propose a revised way of thinking about reading levels, one that promotes a wider and more flexible view of teacher decision making about the use of leveled texts in classrooms. They share five key principles to consider when looking at the use of instruction that involves matching leveled materials with readers. Through discussions and case studies, the authors consider how concerns about the impact of leveling systems can be addressed by thoughtful teachers who make adjustments across their whole reading program. (Contains 1 table.)