The quantitative study examined the perceptions of secondary content area teachers regarding their knowledge, their skill, their dispositions, and their roles in teaching reading. Teachers in content areas focus on subject matter content and have been opposed to teaching reading, thinking that it is the responsibility of reading teachers. Reading skills needed for secondary students are different than those needed for elementary students, and without attention, poor readers remain poor readers. Until recently, with mandated college credits in reading and assistance from actual reading coaches in schools, content area teachers had little or no training in the teaching of reading. The purpose of this study was to determine if secondary content area teachers think they have the knowledge, the skills, and the dispositions needed to implement best practice strategies in reading. The participants in this study were content area teachers in a suburban school district. Forty participants completed the entire survey. A five-part survey was used to determine the knowledge, skill, and preparedness of these participants, as well as their ability to implement reading strategies, and how their teacher dispositions affected all of these factors in addition to their instructional practices. Even though teachers are not adequately prepared to teach reading, the content area teachers who participated in this study demonstrated willingness toward teaching reading, specifically by implementing best practice reading strategies. This goes against prior research, which indicates that content area teachers do not feel responsible for teaching reading in the content area. Thus, an implication that can be made from this study is that reading coaches impact content area teachers regarding teaching reading in the content area.