This article examines one teacher educator's teaching of reading methods at a university that was recognized for exemplary reading instruction. Data collected over the course of one semester indicated that she modeled the teaching of reading and served as a catalyst in activating preservice teachers' need to know about how to teach reading by helping each one make a personal connection to the content through assignments, feedback, class sessions, and field assignments. This teacher educator's practice can inform others who seek to establish closer and more productive links between coursework, fieldwork, and prospective teachers' teaching. (Contains 1 table.)