AbstractHow competent a teacher perceives himself to be as a teacher of reading can affect his behavior. This study checked preservice and experienced teachers’ perceptions of their competence in teaching reading. Significant differences were found between the two groups. Preservice teachers rated themselves higher than experienced teachers on all items of the checklist. Preservice teachers’ perceptions of having above average to high levels of competence may reflect their success in reading methods class but not their limited involvement with children. Experienced teachers’ perceptions of having average to slightly above average levels of competence may reflect their more realistic awareness of the skills needed to teach reading and their need for further knowledge and skills.