Teachers were asked to evaluate their competency to teach reading and to report on preservice and inservice programs in reading instruction. Since 1962, preservice programs have shifted from course-approved to competency-based teacher education. According to the teachers surveyed, college and university courses in reading were superior to other types of training: approximately 20% of the teachers rated inservice education as a help, while 40% rated college and university courses in reading as helpful. Self-directed activities were not adequate in developing competencies, although teachers indicated they had developed skill in teaching reading, through on-the-job training. Elementary teachers reported a high degree of theoretical and practical skill in the 11 competencies required for certification; most secondary respondents reported less skill in teaching reading. Recommendations for changes in preservice and inservice programs were made on the basis of the results. (Author/AA)