A case study using a two-phase mixed methods design was used to determine preservice teachers' perceptions related to preparation to teach literacy. Quantitative data were collected during the first phase from a researcher-created survey; qualitative data were collected by the researcher during the second phase from preservice teacher interviews. The use of two methods enabled the researcher to better understand the preservice teachers' perception of their preparation to teach reading. Data gained from surveys and interviews were analyzed to determine the degree to which preservice teachers perceived their preparation for teaching literacy. Survey data were analyzed using a multivariate analysis of variance (MANOVA), Levene's Test of Equality of Variance, Box Test of Equality of Covariance, as well as post hoc analysis to explore deviation contrasts. Data gained from interviews were analyzed using a typological analysis based on previously identified categories. No significant differences were found using the survey data between those beginning the program compared to those completing the program; interviews with three preservice teachers from Group 2 revealed a much different view.