This study assesses experienced and prospective teachers' knowledge of reading and determines the contribution of such factors as professional experience, number of courses, institution at which courses were taken, class status, and student teaching. The study sample consisted of 165 elementary and junior high school teachers or prospective teachers enrolled in reading methods classes at Northern Illinois University (NIU). It was concluded that experience appears to make a significant contribution to teachers' knowledge of reading, graduates appear to know significantly more than undergraduates about the teaching of reading, coursework offered at NIU does not differ significantly from coursework offered elsewhere, and student teaching does not make a significant contribution to prospective teachers' knowledge of reading. Recommendations are included. (Author/RB)