This manuscript describes the current debate about the use of leveled readers during literacy instruction. Some experts claim that leveled readers are overused in classrooms, at the expense of more complex texts. As a result, students may lack exposure to sophisticated vocabulary and varied text structures. In contrast, other experts assert that leveled readers are needed to ensure that students are taught in developmentally appropriate ways, and that optimal learning occurs when these texts are used during reading instruction. The purpose of this manuscript is to shed light on both sides of the debate, and to ultimately help teachers integrate diverse instructional materials into their teaching repertoire.