To address inequitable literacy attainment and achieve equitable opportunity in literacy education, every teacher must be knowledgeable about reading practices and processes. This study examines the knowledge about reader-text interactions articulated by 21 middle school teachers, and explores the ways teachers convert that knowledge into representations of their text-focused instructional practices. Data were generated during two semi-structured interviews per teacher. Protocols engaged teachers in a complex reading task and think aloud, generation of a process map representing their conceptualizations of reader-text interactions, survey items about their reading instruction, and the description of a typical lesson involving text. Profiles of reading knowledge and instruction were generated for each teacher and were compared across content areas and student populations.