Many factors affect attitudes toward reading, including parent and other caretaker support, sibling attitudes, school and library programs, curriculum and instruction, and, of course, teachers. While working with preservice teachers pursuing licensure in pre-kindergarten through adolescent education, it became evident that the students had many preconceived notions about reading, based on their own experiences as children, youth, and young adults, and that an examination of these experiences could be a powerful tool in developing a better understanding of their future students' needs during the various stages of reading development. In this article, the author shares her effort in enabling her students to better understand their personal relationship to reading and to create an opportunity for them to think about how their past experiences might affect their future students by using a reflective reading journey.