Reading aloud to students is a common practice among teachers of young children. While reading aloud is a research-based instructional strategy with many potential benefits, studies show that not all teachers read aloud to their students, and read-aloud use tends to decline as students age. The purpose of this study was to explore the current read-aloud practices of fifth- and sixth-grade teachers, the reasons they give to support the use of read-alouds in the classroom, and the factors that influence the decisions they make regarding the use of read-alouds. A basic qualitative case study research design was used for exploration, understanding, and depth. Through purposeful sampling, eight fifth- and sixth-grade teachers, who read aloud to their students on a weekly basis, were identified for participation in this study. Data collection tools included individual interviews, a read-aloud lesson planning guide, and a focus group. A blended analysis approach was used to identify themes in the data, providing a framework for considering the three research questions. The fundamental findings indicate that teachers demonstrate consistency in their logistical, preparatory, and implementation practices. The most common reasons for using read-alouds are fostering the enjoyment of reading and literature, developing literacy skills, and making cross-curricular and personal connections. Factors such as teachers' prior experiences, knowledge of their students, and purpose for each read-aloud influenced the texts they chose. Teachers find read-alouds to be worthwhile and valuable but also assert that finding enough time to conduct them effectively is a challenge due to the pressure to cover the curriculum, which they report as the reason that read-aloud declines after the fifth grade. Keywords: read-aloud, teachers, fifth grade, sixth grade, benefits of read-alouds, enjoyment of reading, literacy skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]