The purpose of this descriptive multi-case study was to explore teacher candidates\u27 book introductions during their field-based studies in elementary classrooms. The participants were 11 undergraduate students (also teacher candidates) enrolled in a field-based reading course at a South Texas regional university. The lessons occurred in the teacher candidates\u27 cooperating teachers\u27 elementary classrooms. Five sources of data were analyzed using both a priori and open coding to determine themes. The book introductions included information related to the meaning of the text and helping students make connections to text; however, little to no syntactical or visual cue information was included. The findings have implications for reading course instructors to ensure that teacher candidates have many opportunities to see and practice the delivery of book introductions during guided reading instruction
