A variety of approaches to the teaching of reading has been applied in primary classrooms. While much information is available on the teaching of reading in the early years, little is forthcoming to guide teachers of older students. This qualitative research served to identify the beliefs and pedagogies of two experienced year seven teachers in regard to the teaching of reading. A series of interviews with each of these teachers was designed to elicit information on how each teacher approached the teaching of reading, and to trace possible influences on pedagogical decisions made. The study revealed the importance of personal beliefs on shaping reading instruction, providing for rather different approaches even though perceived aims were similar. The findings of this research have application to classroom practice and to understanding teacher decision making.