The study examined how, in the current context of reading reform, teachers' beliefs coalesced and aligned with prevailing paradigms of reading instruction (Science of Reading, Balanced Literacy, and Whole Language). The sample included 14 graduate students (in-service teachers) and 13 undergraduate students (pre-service teachers). Q Methodology factor analysis revealed three distinct factor families, or groups of participants, that each shared a distinguishable perspective on reading instruction. These factors families primarily clustered around their beliefs about phonics instruction and texts used for instruction. Implications for professional development with teachers in response to teacher beliefs and Science of Reading policies are discussed.