This study explores the relationship between teachers' (N = 168) demographic factors (gender, grade level, content area, age, and educational level) and the frequency of using readalouds in their classrooms. Data analysis revealed significant relationships between the frequency of read-alouds and gender, grade level, and content area. Female teachers and those teaching primary or elementary grades, as well as English Language Arts teachers, were more likely to use read-alouds daily. The significance of read-alouds in secondary classrooms is emphasized, as read-alouds have the potential to expand adolescents' vocabulary, improve comprehension, develop critical thinking and listening skills, and foster a sense of community and social-emotional growth. However, no significant differences were found in relation to teacher age or educational level. The study underscores the importance of recognizing and implementing read-alouds across various content areas and grade levels to support students' literacy development and create a positive, engaging learning environment.