It is reasonable to believe that an effective teacher has been trained to use a variety of methods and teaching strategies to help students learn in the teacher’s specific content area. It is also conceivable to think that teachers are aware of study strategies. Teachers should know what it takes to be academically successful in that content area. However, it is when teachers do not possess this knowledge for themselves that makes one wonder “why not”. This exploratory study investigated the study habits of junior level preservice teachers (N=96) as the first step in revising an online content reading course designed to provide reading strategies for preservice teachers in the content areas. The results showed that the majority of preservice teacher respondents listed factors related to the classroom (P-12 and college) and use of study aids as most related to their academic success. Implications for future research are included.
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