A study identified the characteristics and practices of reading teachers that produce both skillful and interested readers. Subjects, 216 elementary, 101 secondary, and 74 special education majors enrolled in either an elementary or secondary reading methods course at the University of Wisconsin-Whitewater, were administered a 3-item survey identical to that used in two earlier studies. Results indicated that: (1) commendable teacher practices include providing free reading time, motivation by offering rewards, reading aloud to students, and demonstrated enthusiasm for reading; (2) practices detracting from reading enjoyment included round robin reading, few reading choices, irrelevant reading assignments, and required book reports; and (3) besides teachers, parents were identified overwhelmingly as contributing to reading enjoyment. Results also indicate differences between elementary and secondary education students' responses. Findings suggest the importance of the teacher in the development of feelings of competence and interest in reading in students. (RS)