If teachers are to be informed, aware actors in today's labyrinthine policy environment, they need to be knowledgeable about the issues and interests that so extensively impact their work lives. One skill needed to construct such a knowledge base is the ability to read strategically. This article is an account of an attempt to make learning about strategic reading a more explicit element of coursework for preservice teachers. Findings revealed that a lack of prior knowledge often limited students' understanding of authors' points and purposes. Implications are offered for how teacher educators can best design instructional scaffolds and social supports aimed at improving teacher candidates' strategic reading.