Teachers are a critical factor in K-12 students' literacy performance. From the very first day of class, a teacher's instruction affects students' literacy achievement. Thus the quality and content of preservice teacher preparation programs features prominently in student success. This report summarizes information about U.S. preservice teacher preparation in literacy that was gathered from state education department websites and from interviews with state education department representatives. The report on these preliminary findings, compiled in May 2015, is intended to contribute to conversations about literacy teacher preparation. The preliminary findings of the investigation make apparent the need for increased attention to how preservice educators are prepared for teaching literacy, with particular attention to potential relationships between program design and teacher effectiveness. All stakeholders--teacher education leaders, state education department representatives, professional organizations such as the International Literacy Association, parents, and the business community--need to be involved in the conversation about how to improve preparation of preservice teachers to design and enact instruction that increases the literacy performance of K-12 students.