Research has identified certain comprehension strategies that seem to work in an optimal manner to increase the reading comprehension of K-12 students. However, little evidence exists about whether teachers use identified, research-based strategies when teaching. In view of the critical nature of literacy achievement for diverse populations and demographics, research on this topic is critical. The study reported was conducted with graduate students in San Diego State University's (SDSU) advanced reading specialist credential program, where they are taught reading comprehension strategies as well as observed and evaluated as they teach these strategies during clinical work with students. As Graduate Reading Program Coordinator, the researcher along with her colleagues, was interested in determining the impact program instruction and experiences had on the pedagogical practices of the graduates. In this study, the researcher examined some particular and critically important outcomes of the Graduate Reading Program, not as an evaluation of the program's effectiveness, but as a beginning look at how teachers may be educated to teach reading comprehension instruction more effectively. The Rand Report on Reading Comprehension identified a number of research priorities for reading comprehension. In essence, a substantial research knowledge base exists but it is "sketchy, unfocused, and inadequate" as a basis for educational reform. (Contains 1 figure.)