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Abstract
The authors examined 3 secondary special education teachers’ implementation of reading knowledge and strategies acquired during a 2-year preparation program. They collected and qualitatively analyzed interview and observation data to ascertain what strategies teachers used and why. Findings indicated that contextual factors (e.g., school-adopted curriculum, students’ abilities) were important influences on the extent to which teachers could situate reading knowledge acquired during the preparation program. Implications for teacher educators and school personnel involved with the design and delivery of secondary reading instruction and teacher education are provided.