Abstract
Reading experts agree that, to teach reading effectively, teachers must be readers themselves. This study examines the habits and attitudes related to reading in preservice teachers in the author’s reading education courses. The author was alarmed that her preservice teachers, future reading teachers, did not show a love for reading or identify themselves as readers. To address the issues, the author incorporated choice readings of professional and recreation text into her reading education courses at both graduate and undergraduate levels. Through selfselected texts, preservice teachers responded to their text in reading response journals and participated in book club discussions with their peers. Data from surveys, reading response journals, reflection assignments, and face-to-face interviews stipulates choice in professional and recreational readings has potential to be an effective instructional technique for promoting positive reading habits and attitudes at both the graduate and undergraduate levels.