School administrators across the U.S. are asking literature teachers to become reading teachers, and not surprisingly, many secondary teachers are having difficulty with this transition. The author's transition to reading teacher was hurried by her dissatisfaction with lessons that featured question-answer discussions. Curious about how students best engage with and understand texts, the author undertook a teacher-research investigation in advanced placement English. Here, the author reveals how he became a reading teacher who promotes student independence and control through a variety of rereading strategies. He offers a few tips for teachers on how to design lessons that support students in their development as critical readers. (Contains 1 figure.)