The importance of selecting one's own texts to read has been well documented as it relates to student reading motivation, reading volume, and overall reading attitude. However, elementary students state that having trouble selecting a book is the number one reason they do not read more. The lack of students' ability to effectively implement text self-selection strategies may inhibit reading progress, because without these strategies, students will struggle to find and read appropriate texts for their reading levels and reading interests. Research showing how teachers and librarians instruct elementary students to select texts to read is lacking. This qualitative multicase study seeks to examine the approaches of teachers and library-media specialists' instruction of text selection strategies to elementary aged students. Ten teachers from second to fifth grade and five library-media specialists were selected to participate via snowball sampling. Participants were interviewed remotely about their text self-selection instruction practices, a content analysis of documents surrounding text selection instruction, including lesson plans, posters, and assessments was conducted, and a demographic survey was also collected. During interviews, the teacher participants described utilizing leveled texts as a selection strategy, while library-media specialists focused on selecting books according to interest. Participants stated they wanted to know and do more about instructing text self-selection strategies, as well as work to facilitate ways to collaborate with one another regarding instructing text selection strategies to their students. The results of the content analysis of the submitted documents were few, due to the lack of submissions. The lack of documents within the content analysis shows that teachers and librarians have little follow through with self-selection instruction, and that it is not something they work into their instructional planning. The demographic survey showed some connections to degrees earned and years of teaching with text self-selection strategies. Future research is two-fold, and should focus on teacher and librarian education programs to better understand how these programs are preparing educators to teach effective text self-selection strategies, as well as examining the strategies that elementary students use to self-select books, and how well students implement strategies they have been taught. [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.]