The majority of students with disabilities require support in the area of reading. Given the importance of reading instruction, it is essential that special education teacher preparation programs prepare candidates who are knowledgeable about reading development and skilled in the delivery of reading instruction. The purpose of this article is twofold. First, an overview of key concepts related to reading acquisition and the implications for what special education candidates should know about reading development and instruction is provided. Second, a review of promising practices in higher education that support special education candidates' knowledge and skills related to reading is presented. Finally, future directions that will enhance candidates' ability to successfully identify and remediate reading difficulties are discussed.