Purpose: The purpose of this study was to explore 72 preservice teachers' attitudes toward and experiences with sharing their content area as well as their recreational reading with teenager students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course at a Midwest university, including 49 in a 30-hour field practicum connected to the course, and 23 who were not in the practicum because their majors were special education, music, or physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in the field experience shared content area and recreational reading with students than those not in the field experience. Conclusion: The results suggest that by sharing their reading, secondary preservice teachers discovered an avenue to build connections with teenagers. They examined stereotypes about reading and readers. They learned how to share reading with students. The results also suggested the value of a field experience. Recommendations: It is recommended that preservice teachers be shown how to share their content and recreational reading with teenagers and be given an opportunity to do so during their teacher education coursework. (Contains 8 tables)