The purpose of this study was to assess preservice teachers' comfort levels and familiarity with the teaching competencies embedded in the Texas Reading Academy curriculum. Participants in this study were eight clinical teachers involved in a pilot program with the Texas Education Agency (TEA), which was evaluating the feasibility of extending reading academy content to educator preparation programs. By the end of the study, preservice teachers strongly agreed that they were more knowledgeable about content and felt confident in their ability to teach the Texas Reading Academy curriculum in their classrooms. Although there was some decline in confidence regarding a few competencies, preservice teachers predominantly changed from somewhat agreeing to strongly agreeing with their understanding of the concepts.